以雙語導覽訓練提升高中生對烹調科技展示內容理解與學習反應初探

A Preliminary Study on High School Students' Le arning and Re ac t ions in M u se um -Based Bilingual Guide Training on Culinary Technology

在雙語教育政策推動與內容與語言整合學習（Content and Language Integrated Learning, CLIL）理論發展脈絡下，博物館逐漸被視為整合學科內容與語言實踐的重要非制式學習場域。然而，現有研究多聚焦於課室情境或學習者態度變化，對於高中技職學生在博物館情境中進行雙語導覽訓練之認知成效與學習反應，仍缺乏結合理論評鑑架構之實證探討。本研究以國立科學工藝博物館「烹調的科學」展廳為場域，設計任務導向雙語導覽訓練課程，並以Kirkpatrick訓練評鑑模型之前兩層級（學習層級與反應層級）為評估架構，探討其對高中觀光科學生科技內容理解與學習反應之影響。本研究採解釋性序列混合方法設計（explanatory sequential mixed-methods design），以量化資料為主，輔以質性資料進行補充詮釋。研究對象為23名高中觀光科學生，蒐集科技內容前後測、反應層級滿意度問卷與開放式回饋資料。量化分析結果顯示，學生整體內容理解顯著提升（t(22) = -3.174, p = .004, Cohen's d = 0.66），其中以「熱傳導原理」與「智慧烹調科技」主題之成長最為明顯。反應層級分析顯示，學生整體滿意度顯著高於中立水準（M = 4.15, p < .001），尤以教學方式與任務實用性評價最高。質性結果進一步指出，學生除建構科技概念與導覽技巧外，亦展現語言實踐反思與未來職涯連結之延伸思考。研究結果顯示，博物館情境中的雙語導覽訓練在短時程介入下，能同時促進學生之內容理解與正向學習反應，但不同知識型態之學習成效呈現差異。本文透過CLIL理論、博物館非制式學習情境與訓練評鑑架構之整合，補充了CLIL在科技主題博物館場域中的實證證據，並為雙語導覽課程設計與成效評估提供理論與方法論參考。

With the advancement of bilingual education policies and the development of Content and Language Integrated Learning (CLIL), museums have increasingly been recognized as meaningful non-formal learning environments for integrating subject content and language practice. However, existing studies have primarily focused on classroom-based CLIL implementation or learners' attitudinal changes, with limited empirical investigation into high school students' cognitive gains and learning reactions in museum-based bilingual guide training under a structured evaluation framework. This study examined the effects of a task-based bilingual guide training program implemented at the National Science and Technology Museum in Taiwan, focusing on the culinary technology exhibition. Kirkpatrick's evaluation model, specifically the Reaction and Learning levels, was adopted as the analytical framework. An explanatory sequential mixed-methods design was employed, prioritizing quantitative data supplemented by qualitative findings. Twenty-three tourism-major high school students participated in the study. Data were collected through pre- and post-tests of content understanding, a reaction-level satisfaction questionnaire, and open-ended responses. Quantitative results indicated a significant improvement in overall content understanding (t(22) = -3.174, p = .004, Cohen's d = 0.66), with notable gains in the topics of heat transfer and smart cooking technology. Reaction-level analysis revealed that students reported significantly positive overall satisfaction (M = 4.15, p < .001), particularly regarding instructional quality and task practicality. Qualitative findings further demonstrated students' development of conceptual understanding, guiding skills, reflective language practice, and emerging connections to future career considerations. The findings suggest that short-term bilingual guide training in a museum context can promote both cognitive learning gains and positive affective responses, although variations were observed across knowledge types. By integrating CLIL theory, museum-based non-formal learning, and training evaluation frameworks, this study extends empirical evidence of CLIL implementation in science-themed museum settings and provides methodological and pedagogical implications for bilingual guide program design and evaluation.