HiTeach科技融入國小六年級雙語綜合活動課程之實施與影響

A Case Study on Muticultrual Teacher Education Program

綜合活動領域課程不可或缺，因其能培養學生的生活應變及綜合思考能力。但該課程卻往往不被受到重視，因此本研究期以融入雙語及科技互動工具以提升綜合活動課程之重要性。然而，由於運用科技互動工具融入雙語綜合活動的研究較少，本研究主要目的在探討具互動功能的HiTeach科技融入雙語綜合活動教學之實施歷程，理解其對學生學習表現的影響，以及教師從中獲得的專業成長。
本研究主要採質性、輔以量化資料進行研究。針對中部地區六年級24位學生，進行10節、每節40分鐘的HiTeach融入雙語綜合活動教學進行探究。本研究以兩個量化測驗卷了解學生的英語及多元文化學習表現，並以觀察、訪談及文件分析模式探究實施歷程、學生課堂表現及教師專業成長。量化資料以描述性統計與相依樣本t檢定進行前、後測比較，質性資料編碼後進行探討。
根據以上研究分析，本研究得出以下結論：（一）HiTeach科技融入雙語綜合活動以五步驟實施：（1）覺察問題（2）理解問題（3）探索與輸出（4）產出價值與實踐（5）分享回饋；（二）科技融入雙語綜合活動增加學生討論時間能提升英語及多元文化學習表現；（三）專業成長包含科技、語言、多元文化面向：（1）檢視科技工具使用的目的與教學目標之實質連結（2）討論及反思問題的時間不應因雙語而減少（3）學生學習回饋為提升學生說英語意願之關鍵（4）深化學習來自鼓勵學生針對與自己不同意見加以討論。本研究同時提供了研究建議，供未來的研究參考。

An Integrated Activities curriculum is indispensable, as it cultivates students’adaptability and critical thinking skills. However, it is often overlooked. Therefore, this study aims to enhance the importance of Integrated Activities curriculum by incorporating bilingualism and interactive technology tools. However, due to the scarcity of research on the integration of bilingualism and technology, this mixedmethods study aims to explore the implementation process of technology in Bilingual Integrated Activities teaching, understand its impact on student learning performance and teacher professional growth.
With ten sessions, each lasting 40 minutes, teaching was conducted for 24 sixthgrade students. Quantitative data includes two quantitative test papers, using descriptive statistics and paired sample t-tests for pre- and post-comparisons to analyze. Qualitative data includes observation, interviews, and document analysis, which are synthesized for in-depth exploration and interpretation.
The conclusions from the study are summarized as below: (1) Technology in Bilingual Integrated Activities can be implemented in five steps, (2) technology in Bilingual Integrated Activities increases students’ discussion time, thereby enhancing their English and multicultural learning performance, and (3) growth includes technological, linguistic, and multicultural dimensions.