臺灣的十二年國民基本教育課綱強調全人教育，因此每一門科目和學校的課程設計都很重視核心素養；然而，如何培養學生的素養尚未明確規定。教師也需要付出許多心力來思索該如何將教學與世界接軌。
如今，越來越多英文老師採用議題融入式教學來促進學生的深度學習，因為議題其本身的特性便能夠使學生將知識與世界串連、發現不同的觀點、分析每個選擇背後的價值觀，因此，使用議題融入式教學可以整合學生的學習，避免知識的碎片化。
本研究採質性設計，旨在尋求合適的教學方法和實例，用以提供未來教師將議題融入教學的方式以及培養學生深度學習和素養的養成。本研究主要資料收集方式包括觀察一位具相關豐富經驗教師所授的兩門多元選修課程，以及訪談該名教師對深度學習和議題融入式教學的認知。資料收集後，研究者使用開放式編碼以及課堂互動評估系統中的教學支持面向作為預設編碼來分析資料。研究結果顯示，教師的教學可以分為三個面向，且這三個面向亦與本研究中對深度學習的定義相符：（1）促使有意義學習的教學、（2）增強學習遷移的教學、（3）培養學生素養的過程。綜上所述，本研究認為議題融入式教學有助於學生與世界連結、建構更全面的情境、培養學生的素養，引導他們進行深度學習。

The Curriculum Guidelines of the 12-Year Basic Education in Taiwan highlight holistic education. Core competencies are consequently emphasized in every subject and the design of school curricula. However, how to cultivate students’ competencies has not yet been given clear guidelines. How to address the tangle of connecting with the world in teaching is what teachers always have to put lots of effort into.
Nowadays, more and more English teachers adopt issue-integrated instruction to augment students’ deep learning. The attributes of an issue include facilitating students to connect knowledge with the world, discovering diverse points of view, and analyzing values behind each alternative. Therefore, using issue-integrated instruction can coordinate students’ learning and avoid fragmentation of received knowledge.
The present study adopted qualitative design and aimed to seek suitable instructional practices and evidence for providing future teachers with ways to integrate issues into their teaching and to further foster students’ deep learning and competency. Data collection methods involved observing two diversified elective courses taught by an experienced teacher and conducting interviews to explore her perceptions of deep learning and issue-integrated instruction. After collecting all the data, open coding with predetermined categories from the five dimensions of Instructional Support in the Classroom Assessment Scoring System—Secondary was used to analyze the received data.
The results showed that the teacher’s instructions could be divided into three aspects and meanwhile corresponded to the definition of deep learning in the present study: (1) instructions that facilitated meaningful learning, (2) instructions that enhanced transfer learning, and (3) instructions that created the process of competency cultivation. In conclusion, this study considered that issue-integrated instruction helped students link to the world, create a more comprehensive context, nurture their competency, and lead to their deep learning.

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