| dc.description.abstract | 我國推動2030雙語國家的政策雖具遠見並投入大量資源，但實務教學現場往往面臨執行技術與政策目標間的落差，本計劃的動機在探討如何透過教學實踐彌補此落差。傳統英文教育仍著重於一般通用英文的聽說讀寫，對專業英文重視不足，導致學生面對生命科學英文文本時常感焦慮與挫折。本計畫由英文與生物學教師協同教學，設計針對科學文本閱讀所需之英文句構、字根字首與搭配詞的教學活動，並在課堂中示範如何應用這些語言工具解析科學內容，最終透過學生口頭報告訓練其知識內化與表達能力。本計劃的教學成果顯示學生從前測的平均48.1分顯著進步到學期末的66.2分；量化的問卷調查結果更發現絕大多數學生高度肯定自己一學期的學習成果與具備面對未來相似挑戰的學習動機，兩者量化比分分別達到86.4%與84.4%的分數。質性訪談結果則指出學生認為教學方式符合自己預期，也認同協同教學的必要性，更一致認為這門課應該繼續延續，讓更多學生修習。因此，本計劃確實可透過教師跨領域協同教學，降低專業英文的門檻與陌生感，讓學生更可以學習如何擴充生命科學相關領域的專業英文字彙，進而內化並建構自己的專業知識。此一模式與成果可為推動雙語政策提供可行的實務參考，對落實2030雙語國家目標具積極助益。
While 2030 Bilingual Nation policy is forward-looking and has received substantial investment, a gap between technical implementation and policy objectives has been consistently observed. This project was motivated by the need to explore how teaching practices can help bridge that gap. Traditional English education primarily focuses on general English skills, including listening, speaking, reading, and writing, but places insufficient emphasis on English for Specific Purposes (ESP). As a result, students often experience anxiety and frustration when reading scientific articles. In this project, English and Biology instructors collaborated through a co-teaching model to design instructional activities targeting key elements necessary for reading scientific texts, including sentence structure, prefixes and suffixes of vocabulary, and scientific collocations. The curriculum also included guidance on how to apply these linguistic tools to analyze scientific texts and internalize these skills through oral presentations. The results indicated a significant improvement in students’ reading performance, with the average score increasing from 48.1 in the pre-test to 66.2 on the post-test by the end of the semester. Quantitative survey results further revealed that the majority of students highly affirmed their learning gains and expressed strong motivation to face similar challenges in the future, rendering the final scores of 86.4% and 84.4%, respectively. Qualitative interviews also indicated that students felt the teaching methods met their expectations, recognized the value of co-teaching, and unanimously agreed that the course should continue to be offered to benefit more students. In conclusion, this project demonstrates that interdisciplinary co-teaching effectively lowers the barriers and unfamiliarity associated with ESP learning. It helps students expand their scientific vocabulary in the life sciences and internalize essential ESP skills. This model offers a practical and scalable reference for advancing Taiwan’s bilingual education initiatives and contributes to achieving the goal of the 2030 Bilingual Nation. | en_US |
