本研究旨在探討離島地區國民小學推動雙語課程之實施現況、困境與因應策略，並評估其對學生學習成效之影響，以水畔國民小學為個案，剖析臺灣偏鄉小校在《2030雙語國家政策發展藍圖》推動下之實踐經驗。研究動機源於研究者長期於該校擔任雙語教師，親身參與教學與行政推動，並觀察到即便具備縣府補助與行政支持，仍面臨教師語言焦慮、課程設計困難與學生英語學習落差等挑戰。
本研究採用質性研究方法，結合文件分析、訪談與學生評量結果交叉驗證，以掌握教學現場之實際運作樣貌。研究對象包括雙語教學執行教師、行政人員與學生，資料涵蓋訪談逐字稿、教學計畫與歷年學力與英語檢測結果等。研究結果顯示：
一、 水畔國小具備穩定的行政支持與教學共備文化，但教師專業能力與教材設計仍有強化空間。
二、 雙語教學在偏鄉學生中引發語言不安與理解困難，需加強語言支架與彈性調整策略。
三、 學生在英語學力檢測與科技化評量中展現進步趨勢，惟差異化學習需求明顯。
本研究依據研究結論提出相關建議，提供教育行政機關、師資培育機構、水畔國小、未來相關研究之參考。

This study investigates the implementation, challenges, and strategies of a bilingual education program in a remote elementary school in Taiwan, with Shuipan Elementary School on an offshore island as the case study. In light of the national “2030 Bilingual Nation Policy,” the school has received extensive administrative and financial support to promote bilingual education. Despite these advantages, the school continues to face significant challenges, such as teachers’ language anxiety, difficulties in CLIL-based curriculum design, and students’ limited English proficiency.
A qualitative research methodology was adopted, incorporating document analysis, interviews, and the analysis of student academic records. Participants included bilingual program instructors, administrative staff, and students. Data sources included teaching plans, interview transcripts, and performance results from national academic assessments and computerized English tests. Findings revealed that:
(1) while the school benefits from strong administrative backing and an established teaching collaboration system, professional capacity building and curriculum localization remain necessary;
(2) students experience language-related learning gaps and require enhanced scaffolding and differentiated instruction; and
(3) students have shown gradual improvement in English assessments, yet individualized learning needs are still prominent.
This study concludes with relevant recommendations for educational authorities, teacher training institutions, Shuipan Elementary School, and future related research.