本研究旨在探討 CLIL（Content and Language Integrated Learning）教學模式是否能有效提升學生在學科（Content）、溝通（Communication）、認知（Cognition）、文化（Culture）之 4Cs 自我學習成效，並分析不同認知參與程度學生的表現差異。本研究以南部某國立大學 39 位修習建築史CLIL 課程的學生為研究對象。該課程參照 CLIL 架構，不僅著重於傳遞學科內容，亦強調英語鷹架與跨文化溝通活動的融入。所有學生於學期初與期末接受 4Cs 量表的前、後測。研究工具包括期中與期末報告成績、自編 4Cs 量表，以及語言助教的課室觀察紀錄。本研究首先進行 4Cs 量表的探索性因素分析；再以 Wilcoxon 符號等級檢定（Wilcoxon sign rank test）探討不同認知參與程度學生 4Cs 表現之改變情形。結果指出教學介入後學生的學科知識、溝通、認知和文化的自評表現皆有效提高。此外，本研究進一步將學生分為高參與和低參與兩組，以 Wilcoxon 符號等級檢定進行學習自評結果的比較。結果發現高參與組在「學習愉悅感」（態度）、「英語自信」（溝通）、「表達策略」（溝通）和「建築認知」（認知）顯著提升；而低參與組在「英語自信」（溝通）、「互動意願（文化）」上有所進步。研究結果顯示，CLIL 透過語言鷹架與跨文化活動，有效促進學生 在語言、認知與文化等面向的發展，並提升其跨文化理解與應用能力，對 建築與藝術的通識課程設計具有重要參考價值。

This study aims to explore whether the “Content and Language Integrated Learning” teaching method (CLIL) could effectively enhance students’ self-assessed learning effectiveness in the 4Cs (content, communication, cognition, culture) skills, as well as to analyse the performance differences amongst students with varying levels of cognitive engagement. The study involved thirty-nine students enrolled in a CLIL course on architectural history at a national university in southern Taiwan. The course followed the CLIL framework, emphasizing not only the delivery of subject content but also the integration of English scaffolding and intercultural communication activities. All participants completed a pre- and post-test of the 4Cs scale at the beginning and end of the semester. The research instruments included mid-term and final written reports, a self-developed 4Cs scale, and classroom observation records by the language teaching assistants. This study first conducted an exploratory factor analysis of the 4Cs scale, followed by a Wilcoxon signed-rank test to examine changes in students’ performance across the 4Cs dimensions according to their levels of cognitive engagement. The results suggest that after the CLIL class, students’ self-assessed learning effectiveness on their content knowledge, English communication, cognition, and cross-cultural awareness shows significant improvement. Furthermore, the students were divided into high- and low-engagement subgroups, and a Wilcoxon signed-rank test was conducted to compare their self-assessed learning effectiveness. The results suggest that the high-engagement group shows significant improvements in Learning Enjoyment (attitude), English Confidence and Expression Strategies (communication), and Architectural Cognition (cognition). In contrast, the low-engagement group demonstrates progress in English Confidence (communication) and Willingness to Interact (culture). The study demonstrates that CLIL, through the use of language scaffolding and intercultural activities, effectively promotes students’ linguistic, cognitive, and cultural developments, and enhances their cross-cultural understanding and application skills. These findings provide valuable implications for the design of general education programmes in architecture and arts.

建築史課程設計；英語授課通識課程；學科與語言整合學習教學模式；2030 雙語政策（臺灣）；藝術教育

Architectural History;Course Design;English-taught General Education Courses;CLIL;2030 Bilingual Policy (Taiwan); Art Education