雙語教學在學校本位課程實踐之初探：以國小藝術才能美術班教師社群為例

An Inquiry of Bilingual Instruction through School-Based Curriculum Practice: Taking the Visual Arts Talent Class Teacher Community in an Elementary School as an Example

本研究從理解2030年雙語國家政策之內涵為基礎，探討一所國小藝術才能美術班教師社群執行教育部2022年「部分領域課程雙語教學實施計畫」，並參與雙語教學教師學習社群進行協同共備與建構課程教學模組，以落實雙語教學在校本課程的實踐。為落實雙語教育目標，雙語政策內涵指出需結合教育部自2019年推動十二年國民基本教育課程綱要，強調以核心素養發展學校本位課程，培養學生能運用雙語表達溝通以解決生活問題，達成雙語生活化的教育目標。本研究採取個案研究，蒐集多元資料及訪談個案學校校長、主任與雙語教學社群等9位教師，目的在探究一所藝術才能美術班術科教師及英語教師，協同將雙語教學落實在學校本位課程的實踐歷程，並分析其面臨的問題和因應策略，以增進教師創新素養導向雙語教學的協同運作模式，並提供學校規劃雙語教學校本課程發展、促進學生雙語學習生活化的課程決策之參考。

This study, based on an understanding of the implications of the 2030 bilingual nation policy, explores how teacher community in an elementary school's visual arts talent class implemented the Ministry of Education's 2022 '' Bilingual Teaching Implementation Plan for Partial Subject Areas,'' and participated in a bilingual instruction teacher learning community to collaboratively prepare and construct curriculum teaching modules, thereby implementing bilingual teaching in the school-based curriculum. To achieve the goals of bilingual education, the bilingual policy emphasizes the need to integrate the Curriculum Guidelines of 12Year Basic Education implemented by the Ministry of Education since 2019. It stresses the development of school-based curriculum based on core competencies to cultivate students' ability to use bilingual expression and communication to solve life problems and achieve bilingual and life-oriented educational goals. This study employed a case study approach, collecting diverse data and conducting interviews with nine teachers, including the school principal, director, and members of the bilingual teaching community. The aims to explore the collaborative process of art teachers and English teachers in implementing bilingual education within a school-based curriculum for a visual arts talent class. It analyzes the challenges and coping strategies to enhance the collaborative operation model of competency-oriented bilingual teaching guided by teachers' innovative qualities. The study also provides a reference for schools to plan the development of bilingual education within their school-based curriculum and promote the integration of bilingual learning into students' lives.