雙語教學是台灣近年來教育政策的重點，旨在提升年輕一代的國際競爭力。然而，在資優班中實施雙語教學的案例較少，如何兼顧課程挑戰性與學生學習節奏，以設計適合資優學生的雙語課程，是研究的重點。本研究探討一位國中數理學術性向資優班教師規劃並實踐雙語科學課程的歷程。透過6次訪談與文件搜集，發現教師初期面臨學生對科學史反應平淡的困境。為提升學生興趣，教師調整策略，將課程主軸轉為「科學原理與科學家的故事」，引導學生討論科學家的發明與成就，促進理解與推理。同時，教師在設計課程時考量外語與科學內容的平衡，不因雙語教學而降低課程難度，確保涵蓋重要的科學概念與議題。為強化互動，教師不限制學生的語言選擇，並結合圖示講解、實作體驗和模擬科學原理，增進概念理解。課程還融入批判思考、問題解決以及情意發展，激發資優生潛能。未來研究可考慮開發資優班雙語科學課程的評量工具，探討教師培訓及雙語教學策略，並研究課程實踐過程中可能遇到的挑戰與對策。

Purpose: Bilingual education has become a significant policy in Taiwan's education sector in recent years, with educational authorities aiming to enhance the competitiveness of the nation's youth through its implementation. Methods: This study documented the process in which a junior high school teacher specializing in mathematics and science education for academically gifted students planned and implemented a bilingual science curriculum, detailing the circumstances, strategies employed, and outcomes achieved. The research primarily focused on investigating the experiential journey of the teacher in planning and implementing a bilingual science curriculum. Through six in-depth interviews, the researcher collected data on the process phenomena, which were then utilized to construct and interpret the phenomenon. Results: In the initial stages, the teacher encountered the challenge of student apathy toward the narration of scientific history. After a reevaluation of teaching strategies and a shift in the curriculum focus, a more engaging approach aligned with students' interests was identified. The curriculum was subsequently reoriented towards “Scientific Principles and the Stories of Scientists”. By guiding students through discussions of the achievements of scientists within the context of scientific principles, students demonstrated improved comprehension and the ability to visualize and reason. The teacher also considered the roles and prominence of the curriculum theme and the use of the foreign language. The integration of bilingualism did not compromise the curriculum's level of difficulty. Conclusions and Implications: In the implementation of bilingual science curriculum, it was imperative to adapt teaching strategies based on student responses and identify guidance approaches. Additionally, the use of simple sentences and concrete examples facilitated students' comprehension of scientific principles and the thought processes of scientists. This approach helped students establish connections between scientific principles and observable phenomena, enabling them to envision how these principles operate.

學術性向;資優;雙語課程;科學教育

academic aptitude; gifted; bilingual curriculum; science education