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研究生： 張芳瑜
Chang, Fang-Yu
論文名稱： 探究式雙語劇場：提升學生創造力與語言準備度之課堂實踐個案研究—以國中雙語表演藝術課堂為例
A Case Study on Inquiry-based Bilingual Performing Arts Course That Enhances Students’ Creativity and Linguistic Readiness in a Junior High School
指導教授： 劉宇挺
Liu, Yeu-Ting
口試委員： 劉宇挺
Liu, Yeu-Ting
曾俊傑
Tseng, Jun-Jie
簡雅臻
Chien, Ya-Chen
口試日期： 2025/01/17
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2025
畢業學年度： 113
語文別： 英文
論文頁數： 136
中文關鍵詞： 探究式教學 、雙語教育 、創造力 、表演藝術課 、學生感知
英文關鍵詞： inquiry-based pedagogy, bilingual education, creativity, performing arts class, students’ perception
研究方法: 個案研究法 、 言談分析 、 半結構式訪談法
DOI URL： http://doi.org/10.6345/NTNU202500178
論文種類： 學術論文
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    • ACKNOWLEDGEMENT i 摘要 iii ABSTRACT iv TABLE OF CONTENTS vi LIST OF FIGURES xii CHAPTER I 1 1.1 Background and Motivation 1 1.2 Theoretical Basis of the Study 3 1.3 Research Questions 7 CHAPTER II 8 2.1 Inquiry-based Instruction 8 2.1.1 The Concept of Inquiry 8 2.1.2 Theoretical Underpinnings of Inquiry-based Learning 10 2.1.3 Inquiry-based Instruction in Bilingual Class 12 2.2 The Effectiveness of Bilingual Instruction in Performing Arts Class 14 2.2.1 Overview of Bilingual Instruction in Performing Arts Class 15 2.2.1.1 Development of Bilingual Education in Taiwan 15 2.2.1.2 Immersion Programs 16 2.2.1.3 Content and Language Integrated Learning (CLIL) 17 2.2.1.4 FERTILE Model 19 2.2.2 Bilingual Instruction in Performing Arts Class 21 2.2.2.1 Translanguaging 21 2.2.2.2 Scaffolding 22 2.2.2.3 Multimodality 23 2.3 Creativity Development in Performing Arts Class 24 2.3.1 Core Competency of Performing Arts Class 25 2.3.2 Theories of Creativity in Performing Arts Class 27 2.3.3 Creativity in Inquiry-based Instruction 31 2.3.4 Case Studies of Inquiry-based Bilingual Courses 32 2.4 The Present Study 34 CHAPTER III 36 3.1 Participants 36 3.1.1 The Performing Arts Teacher 36 3.1.2 The Students 37 3.3 Instrument 40 3.3.1 Semi-structured Interview 40 3.3.2 Questionnaire 40 3.4 Procedure 42 3.5 Data Collection and Analysis 45 3.5.1 Data Collection 45 3.5.2 Data Analysis 47 3.6 Trustworthiness 48 CHAPTER IV 50 4.1 Inquiry-based Pedagogy in Bilingual Performing Arts Classes 50 4.1.1 Development of Creativity in Inquiry-based Bilingual Class 53 4.1.1.1 Tasked-based Curriculum Based on the 5E model 54 4.1.1.2 Integration of Relevant Issues 56 4.1.1.3 Facilitating Students’ Learning Autonomy 57 4.1.2 Enhancement of Linguistic Readiness in Inquiry-based Bilingual Class 60 4.1.2.1 Creating a Safe and Supportive Bilingual Environment 61 4.1.2.2 Creating Opportunity for Expression 64 4.2 Teacher’s Perspective on Integrating Inquiry-based Pedagogy into Bilingual Performing Arts Courses 68 4.2.1 Reasons for Integrating Inquiry-based Instruction into the Curriculum 68 4.2.1.1 Cultivation of Competencies and Creativity 68 4.2.1.2 Emphasis on the Process of Practice 70 4.2.1.3 Collaborative Learning 71 4.2.2 Challenges in Integrating Inquiry-based Instruction into the Curriculum 72 4.2.2.1 Uncertainty and Unfamiliarity Regarding Open-Ended Questions in English 73 4.2.2.2 Students’ Performance Not Meeting Expectation 74 4.2.3 Suggestions for Integrating Inquiry-based Instruction into the Curriculum 75 4.2.3.1 Observing and Assessing Students’ Condition Proactively 75 4.2.3.2 Establishing Clear and Well-defined Scaffoldings 77 4.2.3.3 Providing Students with Opportunities for Practice 78 4.3 Students’ Perspectives on Their Creativity and Linguistic Readness in Inquiry-based Bilingual Performing Arts Courses 79 4.3.1 Students’ Perspective on Their Development of Creativity 79 4.3.1.1 Application of Questions and Inquiry-based Structure 80 4.3.1.2 Practical Application of Learning 82 4.3.1.3 Communication and Collaboration Skills 83 4.3.1.4 Opportunity for Autonomous Learning 84 4.3.2 Students’ Perspective on Their Linguistic Readiness 86 4.3.2.1 Course Comprehension and Responsiveness to Bilingual Instructions 87 4.3.2.2 Engagement and Perceived Immersion in English 88 4.3.2.3 Confidence and Adaptability in English Usage 89 4.3.2.4 Willingness to Participate in Bilingual Courses 90 CHAPTER V 92 5.1 Inquiry-based Pedagogy in Bilingual Courses 92 5.1.1 Inquiry-Based Teaching Strategies for Fostering Creativity 92 5.1.2 Inquiry-Based Teaching Strategies for Fostering Linguistic Readiness 96 5.2 Teacher’s Perception regarding Integration of Inquiry-based Instruction into Bilingual Course 98 5.3 Students’ Perception regarding Integration of Inquiry-based Instruction into Bilingual Course 99 5.4 Pedagogical Implication 101 5.5 Potential Limitations and Suggestions 104 5.5.1 Time Constraints and Scope of Observation 105 5.5.2 Participant Sample Size and Grade Level Variability 105 5.5.3 Competency-Based and Inquiry-Based Instruction 105 REFERENCES 107 中文文獻 117 APPENDIX I 118 APPENDIX II 120 APPENDIX III 124 APPENDIX IV 127 APPENDIX V 128 APPENDIX VI 135

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