促進師資生教學自我效能：以概念構圖為核心之國小雙語自然教材教法課程創新

Promoting Preservice Teachers' Teaching Self-Efficacy: Curriculum Innovation with Concept Mapping at the Core of the Elementary Bilingual Science Teaching Materials Pedagogy Program

因應108新課綱的實施和2030雙語政策的挑戰，本研究以一自然專業系所開設之小學雙語自然次專長師資培育課程中，選修雙語自然教材教法的33位師資生為研究對象，規劃一學期概念構圖為核心的課程，協助師資生設計雙語自然教學以增強其教學自我效能。研究採混合研究法，師資生於課程初期及後期皆針對微型試教教案中，自然領域內容與語言掌握，以10點李克式量尺自評其教學自我效能與理由，並於期末提供反思。結果顯示，本研究所設計之課程所顯著提升師資生的雙語自然及其下自然領域內容與語言掌握兩分項之教學自我效能，且皆具中等程度效應量。此外，雙語自然教學的教學自我效能效應量高於兩分項，顯示課程具統整學科內容與語言的潛力。質性資料顯示，課程初期，主要影響師資生自然領域教學自我效能的因素為缺乏教學經驗和新課綱知識。然而，在課程後期，師資生表示能掌握新課綱要義及循序規劃教學，因而增進教學自我效能。至於語言掌握部分，課程初期，師資生缺乏雙語教學的經驗和典範，並擔心自己的英語能力。課程後期，師資生雖仍憂心其英語能力，但已了解語言掌握的準備方法和教學技巧，教學自我效能略顯提升。文末，本研究針對國小雙語自然師資培育課程朝學科內容與語言統整之設計提供建議。

This mixed methods study focused on 33 preservice teachers (PSTs) who participated in an elementary bilingual science subspecialty program offered by a science-related department in response to Taiwan’s implementation of the Curriculum Guidelines for 12-year Basic Education and the challenges posed by the Bilingual 2030 policy. The study involved planning a one-semester concept mapping–centered bilingual science teaching materials pedagogy program (CM-BS) to help PSTs develop their bilingual science teaching strategies and enhance their teaching self-efficacy. The recruited PSTs rated their teaching self-efficacy for content and language mastery in the science domain of the microteaching program on a 10-point Likert-type scale at the beginning and end of the program. They also provided reasons for their ratings as well as reflections on the program. The CM-BS significantly enhanced the teaching self-efficacy of the PSTs for bilingual science teaching and for science content and language mastery, both of which had moderate effect sizes. The self-efficacy effect sizes for bilingual science teaching were higher than 2, indicating that the CM-BS effectively integrated content and language. Lacking teaching experience and knowledge of the new Curriculum Guidelines mainly affected the PSTs’ teaching self-efficacy for teaching science at the beginning of the CM-BS. However, later in the program, the PSTs could grasp the essential principles of the new Curriculum Guidelines and plan their teaching sequentially, which increased their teaching self-efficacy. Moreover, at the beginning of the CM-BS, the PSTs lacked experience in bilingual science teaching and were concerned about their English ability. At the end of the CM-BS, they remained concerned about their English proficiency but understood how to linguistically prepare and to teach, and their teaching self-efficacy increased slightly. The study provides recommendations for designing a bilingual curriculum in elementary schools that integrates content and language.