本研究旨在探討雙語體育教師之課室生態歷程，以及雙語體育課在教學、管理及學生社會任務系統之動態歷程及互動情形。方法：採非參與式觀察進入某國中雙語體育教學現場，觀課的過程中進行攝影及撰寫觀課日誌，並以體育教師教學行為系統觀察工具 (ORRPETB) 及教師語言使用期程記錄工具分析該教師之教學行為及語言使用狀況，觀課結束後則對授課教師及12位學生進行訪談，透過不同來源的資料相互佐證與詮釋來描繪雙語體育課中的課室生態。結果：1.教師配合學生的技能準備度及理解狀況規劃第二語言的使用及給予任務，並透過多種策略確保任務指令被有效傳遞。2.制定學科及語言的例行公事有效降低師生的認知負荷並提升學習成效，且學習任務涉及賞罰利弊有較高的課堂參與度。3.教師透過示範行為及技能回饋行為幫助學生進行第二語言的學習，同時降低任務指令的模糊性。4.教師設計符合學生興趣、需求與能力並兼備自我權力負責的學習任務來提升任務參與度，並適時展現幽默感來塑造良好的學習氛圍。5.教學任務系統之良窳會直接影響學生社會任務系統的活躍度，教師透過管理任務系統維持課堂任務的進行，在教學任務系統與學生達成共識也能降低學生社會任務系統的活躍度。建議：建議雙語體育教師應考量學生的興趣與能力進行雙語體育課程的規劃，制定課堂程序可減輕教師的備課壓力並促進更高層次的技能習得。建議未來相關研究可針對教師的第二語言使用內容做更深入的分析，藉以暸解語言在體育課室當中的使用情形。

This study aims to investigate the classroom ecology of bilingual physical education teacher and the dynamic interaction of bilingual physical education classes in the instructional, managerial, and students social task systems. Methods: Non-participatory observation was used to enter a bilingual PE class in a middle school. During the observation, photographs were taken and a diary was written to analyze teacher's behavior and language usage by using Observing Recording Record of Physical Educator’s Teaching Behaviors (ORRPETB) and the Teacher's Language Usage Recording Tool and interviews were conducted with teacher and twelve students after the observation to obtain a better understanding of the context. Findings: 1. Teacher planned tasks for second language use according to students' skill readiness and comprehension, and used a variety of strategies to ensure that task instructions were delivered effectively. 2. The development of subject and language routines was effective in reducing teacher’s and students' cognitive load and enhancing learning. Tasks involving rewards and punishments were associated with higher classroom engagement. 3. Teacher’s demonstration and skill feedback helped students to learn second language which also reduced the ambiguity of task instructions. 4. Teacher designed tasks according to students' interests, needs, and abilities, also used a sense of humor to create a good learning atmosphere. 5. The strengths and weaknesses of the instructional task system have a direct impact on the activity of the students social task system. Recommendations: It is recommended that bilingual physical education teacher should consider students' interests and abilities in planning bilingual physical education programs, and develop classroom procedures that can reduce teacher’s preparation stress and promote higher levels of skill acquisition. It is also recommended that future research should analyze the content of teacher's second language usage in order to understand how the language is used in the PE classroom.

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