雙語視覺藝術教師工作觀察與探索：以一位臺北市國小教師為例 Observation and Exploration of an Elementary School Bilingual Visual Arts Teacher’s Work: A Case Study in Taipei
本研究透過質性研究探討臺北市國小雙語視覺藝術教育現況，對臺北市一所公立國小雙語視覺藝術教師進行田野調查和半結構訪談，結果顯示：一、雙語視覺藝術課程具有高度彈性，實施以視覺藝術為核心，語言為附加價值。挑戰在於自編教材與備課耗時，教師需具備多項能力並需持續進修。二、外師在教學中，提供英語實用情境和文化橋梁作用，在協同授課中亦做為支持者；但若缺乏合作默契或外師專業能力不足，則會由教師主導，增加教師負擔。三、教材和課程設計涵蓋多元媒材及技法課程，教師根據學生學習狀況調整課程，營造雙語學習環境及融入文化元素。綜上所述，本研究建議，雙語教學需長期努力和持續精進，教師亦需時間養成專業能力。政策應建立完善雙語...
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| Format: | Article |
| Language: | English |
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National Changhua University of Education
2025-04-01
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| Series: | Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan |
| Subjects: | |
| Online Access: | https://www.journals.com.tw/jtepd/upload/journal/prog/18-1%2003%E9%A6%AE%E6%95%8F.pdf |
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| Summary: | 本研究透過質性研究探討臺北市國小雙語視覺藝術教育現況，對臺北市一所公立國小雙語視覺藝術教師進行田野調查和半結構訪談，結果顯示：一、雙語視覺藝術課程具有高度彈性，實施以視覺藝術為核心，語言為附加價值。挑戰在於自編教材與備課耗時，教師需具備多項能力並需持續進修。二、外師在教學中，提供英語實用情境和文化橋梁作用，在協同授課中亦做為支持者；但若缺乏合作默契或外師專業能力不足，則會由教師主導，增加教師負擔。三、教材和課程設計涵蓋多元媒材及技法課程，教師根據學生學習狀況調整課程，營造雙語學習環境及融入文化元素。綜上所述，本研究建議，雙語教學需長期努力和持續精進，教師亦需時間養成專業能力。政策應建立完善雙語教師支持系統，並整合教學資源，且具體輔導和外師合作模式，以促進雙語視覺藝術教師之持續發展與成長。
This qualitative study explores the current state of bilingual visual arts education in Taipei’s elementary schools. Through field research and semi-structured interviews with bilingual visual arts teachers at a public elementary school in Taipei, the study presents the following assertions: 1.The bilingual visual arts curriculum is highly flexible, with visual arts as its core and language serving as an added value. However, developing teaching materials and preparing lessons are time-consuming, requiring teachers to possess diverse skills and engage in continuous professional development. 2.Foreign teachers provide authentic English contexts and serve as cultural bridges in the classroom. In co-teaching scenarios, they play a supportive role; however, when collaborative synergy is lacking or the foreign teacher’s professional competency is insufficient, the lead teacher bears a heavier workload. 3.Curriculum design and materials incorporate a diverse range of media and techniques, with teachers adjusting the curriculum based on students’ progress to create a bilingual learning environment that integrates cultural elements. This study recommends that bilingual visual arts educators and programs commit to long-term professional development, as competency takes time to cultivate. From a policy perspective, establishing a robust support system for bilingual teachers and integrating teaching resources are essential. Additionally, clear guidelines and collaborative models for working with foreign teachers should be implemented to support the sustainable growth of bilingual visual arts educators. |
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| ISSN: | 2071-3649 |