林逸婷
臺北市立大學 教育系博士生
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Abstract
In 2018, the Executive Yuan National Development Committee put forward the “2030 Bilingual National Policy” as a blueprint for developing bilingual countries. It hopes to enhance national competitiveness and English proficiency through bilingual education and build Taiwan into an international environment. Therefore, the Ministry of Education will increase the budget for bilingual education tenfold in 2021, with an amount of about 2 billion yuan. It is hoped that this policy plan will give students in elementary, middle, and high schools diverse and popular bilingual learning opportunities. Regarding the implementation of bilingual courses, the Ministry of Education is currently planning the “Implementation Plan for Training Bilingual Teachers,” which mainly aims at cultivating bilingual teachers and improving teachers’ ability to teach English (Ministry of Education, 2019). The bilingual teachers to be trained will be ” “Content and Language Integrated Learning (CLIL)” (Content and Language Integrated Learning, CLIL) is implemented in primary and secondary school teaching sites. The CLIL teaching model was first implemented in EU member countries. It aims to encourage EU students to use multiple languages to learn subjects and communicate in life.
There are currently 3,392 public primary and secondary schools across the country, and up to now, 949 schools have provided bilingual education in some fields. The Ministry of Education (2018) proposed that in 2030, one-third of the schools below high school in Taiwan will carry out bilingual teaching in some fields. It can be seen that bilingual education is necessary and important, so the mode, method, and strategy of bilingual teaching are even more important in teaching. one ring. Based on this, this paper intends to explore the methods and strategies of applying the CLIL teaching model to music teaching in bilingual education. The 2012 “Teaching Observation Table” of the Ministry of Education’s professional development evaluation standards for teachers in schools below senior high schools is revised and compiled into “Music “Teaching Observation Table” is a research tool hoping to explain the problems arising from the implementation of the CLIL teaching model from a macro perspective, and propose solutions, and then analyze and comment on the current situation of CLIL teaching in my country from a micro perspective, and finally review and reflect. The results of the study found that through the CLIL teaching model, students can enhance their subject knowledge in language learning, express their emotions and feelings by singing or playing musical instruments, develop language sensitivity in songs and music stories, and be familiar with the classroom environment.
Keywords :Bilingual education, CLIL teaching mode, music teaching