| 摘要: | 本研究旨在探討協同教學在某國際學校中幼兒華語教學的實施情形，以沉浸式幼兒華語的設計與實踐為研究範圍，運用多元智能學習理論，配合研究場域4-5歲早期基礎階段課程框架，設計出中文沉浸式課程的學習活動。教學實踐研究之特色在透過協同行動研究方法，探討本研究場域的幼兒協同教學相關規定、分析協同沉浸式幼兒華語教學的課程設計、反思本研究幼兒華語協同教學的實施結果。
本協同教學研究發現研究者與英語教師利用各種教學素材、空間與課程編排，統整合作多樣的教學方式，雙方互動與討論有關學生的學習進度及成果展現。研究者以華語授課主要的學習目標，華語為母語的幼兒透過華語課，先學習新概念，然後用英語進行第二次輸入，建立幼兒兩種語言的語言/概念。
本研究採行動研究的實證式行動研究，即針對幼兒華語學習的相關問題提供某些特定行事的處理，並對研究者所作所為情境中發生的任何變化，作成正確紀錄的研究方法。在研究限制上，原計畫是三次實體教學，但因研究期間受COVID-19疫情影響，第三次行動研究改以線上非同步教學形式進行，造成教學及時間方面的限制，因此教學內容與進度跟原來規劃有出入。
在協同教學研究建議方面，協同教師之間的資源的共享，可避免重覆，也能交換使用，減少準備時間，更能做到延伸活動內容，讓學生有機會學更廣及更深入。在教師素養方面，教師應對國際學校幼兒課程及幼兒發展有充分了解；並且熟悉兩種語言以及能掌握兩種語言之間的學習經驗及策略；教師也應具備數位化教學的能力，其中包含線上同步及非同步教學、數位學習平台的使用、影片製作及修剪、上傳影片照片、錄音製作等技能。
The purpose of this study is to explore the implementation of collaborative teaching in Chinese language in an international school. Taking the design and practice of immersive Chinese language as the research field, the use of multiple intelligence as the learning theory and early years foundation stage curriculum as the teaching guidelines. The purposes of the teaching practice are to explore the relevant provisions of collaborative teaching through the action research method, analyze the curriculum design of the immersive Chinese teaching and reflect on the results of the implementation of the Chinese collaborative teaching in this study.
The study found that the colaaborative teachers have equal role using a variety of teaching materials, space and curriculum arrangements, and unified and diverse teaching methods, interact and discuss the students' learning progress and achievements. The collaborative teachers all follow the Early Years Foundation Stage curriculum in this research. The connection between Chinese and English makes students more familiar with the course and more affirmed their understanding.
This research adopts the empirical action research of action research, that is, it provides some specific actions to deal with the relevant problems of children's Chinese language learning, and makes a correct record of the research method for any changes in the situation that the researcher has done. The original plan was three action research. However, due to the impact of the COVID-19 epidemic during the study period, the third action study was changed to an online teaching format. Therefore, the teaching content and progress are different from the original plan.
In terms of collaborative teaching research recommendations, the sharing of resources between collaborative teachers can avoid duplication, reduce preparation time, and can extend the content of activities, so that students have the opportunity to learn wider and deeper. Teachers should have a full understanding of the international school's curriculum and early childhood development. Teachers should be familiar with two languages and be able to master the learning experience and strategies between the two languages; teachers should also have the ability to teach digitally, including online skills, the use of digital learning platforms, video production and trimming, uploading video, photos, and recording production, etc. |
