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研究生： 蔡昀宸
Tsai, Yun- Chen
論文名稱： 雙語食農教育對於國中學生的單字與食農學習成效之探究
An Inquiry into Students’ Learning of Content and Vocabulary in Bilingual Agri-Food Classes at the Junior High School Level
指導教授： 羅文杏
Luo, Wen-Hsing
口試委員: 吳睿純
WU, Jui-Chun
吳靜芬
Wu, Ching-Fen
學位類別： 碩士
Master
系所名稱： 竹師教育學院 - 英語教學系
English Instruction
論文出版年： 2025
畢業學年度： 113
語文別： 英文
論文頁數： 100
中文關鍵詞： 雙語課程 、農食教育 、內容與語言整合學習（CLIL） 、詞彙學習 、國中
外文關鍵詞： bilingual class, agri-food education, Content and Language Integrated Learning (CLIL), junior high school, vocabulary learning
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    • 為回應台灣2030雙語政策以及108課綱對聯合國可持續發展目標（SDGs）的對應要求，本研究探討雙語農食課程對國中生的教育影響。本研究著眼於在雙語教學整合食農教育內容，旨在增進學生英文詞彙的習得與食農知識的理解。依循內容與語言整合學習（CLIL）方法，研究分析雙語食農課程如何影響學生的學習態度、詞彙及食農關鍵概念的掌握。透過量化測驗、質性訪談及回饋調查收集的數據顯示，雙語農食課程在詞彙學習及食農知識上有顯著提升，例如在營養知識、食物分類的理解有所增強。學生普遍表達出對課程的高度投入與正面態度，凸顯了結合語言學習與專業學科教育的價值。本研究結果指出，雙語課程中融入食農主題為實現學科內容與語言能力雙重目標提供了具潛力的途徑，並促進其在真實生活中的應用。

    In response to Taiwan's 2030 bilingual policy and the 108 curricula's alignment with Sustainable Development Goals (SDGs), this study investigates the educational impact of bilingual agri-food class on junior high school students. This research explores the integration of agri-food content within a bilingual framework, aiming to enhance both English vocabulary leanirng and content comprehension. Building on the Content and Language Integrated Learning (CLIL) approach, this study examines how bilingual agri-food classes influence students' attitudes, vocabulary learnidee findings suggest that integrating agri-food themes within bilingual class offers a promising avenue for achieving content and lnaguage proficiency, promoting real-world application.

    Table of Contents Abstract ii 中文摘要 iii Acknowledgements iv 致謝 v Table of Contents vi Chapter One Introduction 1 1.1 Background of the Study… 1 1.2 Purpose of the Study 2 1.3 Significance of the Study 5 1.4 Research Questions 6 1.5 Definition of Terminology 7 Bilingual Education 8 CLIL 8 Food and Agricultural Education (FAE) 9 Sustainable Development Goals (SDGs) 9 Chapter Two Literature Review 11 2.1 Vocabulary Learning in Bilingual Education 11 2.2 Content Learning Outcomes in Bilingual Agri-Food Classes 14 2.3 Attitudes Toward Bilingual Agri-Food Classes … 16 Chapter Three Methodology 19 3.1 Research Methods … 19 3.2 Participants 20 3.3 Settings 21 3.4 Instruments 21 3.4.1Tests… 22 3.4.2 Questionnaires… 24 3.4.3 Worksheets … 26 3.4.4 Interviews… 27 3.5 Research Procedures 28 3.6 Teaching Procedures 29 3.7 Data Collection 31 3.8 Data Analysis 32 3.8.1 Quantitative Data 33 3.8.2 Qualitative Data 33 3.8.3 Analysis of Worksheets 34 Chapter Four Results 37 4.1 Pre-and post-tests 37 4.2 Worksheets 39 4.3 Questionnaire Survey Results 41 4.4 Inteviews 43 4.4.1 Difficulty in Bilingual Courses 43 4.4.2 Vocabulary Improvement in the Bilingual Agri-food Class 44 4.4.3 Gaining Knowledge of Agri-food Education 45 4.4.4 Applying Knowledge to Daily Life. 46 4.4.5 Positive Attitude Toward Bilingual Agri-Food Class . 47 4.4.6 Summary of Interview Analysis . 47 4.5 Summary of Data Analysis. 49 Chapter Five Discussions of Findings 51 5.1 Vocabulary Learning Outcomes … 51 5.2 Content Learning Outcomes 52 5.3 Student Attitudes Towards Bilingual Agri-Food Classes … 53 5.4 Summary of the Key Findings… 54 Chapter Six Conclusion and Suggestions … 55 6.1 Suggestions… 55 6.2 Suggestions for Future Research… 57 6.3 Conclusions… 58 References  … 61 Appendix 1 Pre- and Post tests … 71 Appendix 2 Survey Questionnaire… 80 Appendix 3 Worksheets… 83 Appendix 4 Rubrics for Worksheets… 95 Appendix 5 Interview Protocol… 97 List of Tables Table 1. Table of Research Questions and Research Methods 20 Table 2. Rubrics of Vocabulary Leanrng and Content Learning 25 Table 3. Reliability and Validity of Questionnaire 35 Table 4. The learning effectiveness from pre and post-testes 38 Table 5. Mean and Standard Deviation from Six Worksheets 39 Table 6. Questionnaire from Students’ Attitude 42 Table 7. Summary of Interview Findings 48

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