本研究旨在探討在「2030雙語國家政策發展藍圖」的政策下，學校行政人員以及教師對於雙語教育政策的理解與學校實施雙語教育的歷程及實踐內涵。本研究以質性研究為設計取向，其中選擇個案研究作為研究架構，以深入了解個案學校具體如何推行雙語教育，本研究選擇一所位於臺北市之雙語課程實驗學校，分析該校推行雙語教育的背景脈絡，了解學校推行雙語教育的概況，並以「沃土」雙語模式為分析架構探討影響國中階段推行雙語教育的因素。
本研究透過訪談、參與觀察以及文件分析之方式蒐集資料，綜合文獻探討的內容以及對於個案學校中的行政人員以及教師的訪談，研究結果發現如下：
一、雙語教育的推行需要給予教師時間與耐心進行調整，並且逐步凝聚校內教
師之共識與認同
二、雙語教育的推動需有彈性，教師可兼採多種不同的雙語教學法，並依照實際
教學情況調整以發展出適合的教學模式
三、雙語教育的推行有賴學校整體學習環境的營造
四、可透過雙語培訓計畫或是與其他教師協同授課，逐漸培養學科教師獨立
授課的能力
五、教師在課堂上的雙語教學可提供學生更多的語言輸入刺激，然而仍應以學科
內容的學習為目標
六、學校行政可採取多元彈性的方式協助校內教師雙語教育的進行
最後，透過個案學校的經驗提出對於臺灣國中階段實施雙語教育之省思與建議，並作為臺灣推動雙語教育時之參考。

The purpose of this study is to explore how the school administrators and teachers comprehend bilingual education policy and the actual implementation strategies of bilingual teaching in schools under the ‘Blueprint for Developing Taiwan into a Bilingual National by 2030’. This study chooses qualitative research as its research approach, and chooses case study as its research framework to deeply understand how to implement bilingual education in the junior high school. This study selects a bilingual experimental curriculum school located in Taipei and analyzes the background and the development of bilingual education in the school to have a better understanding of the implementation of bilingual education in the school. Also, this study uses the "fertile" bilingual model as the analysis framework to explore the factors that can affect the implementation of bilingual education in junior high schools.
In this study, data were collected by means of interviews, observation and document analysis. The content of literature and interviews with administrators and teachers in the case school were also integrated. The findings are as follows:
1. Bilingual education requires time and patience for teachers to adjust their way of teaching. Also, it is important to build consensus in schools.
2. The implementation of bilingual education needs to be flexible. Teachers can adopt a variety of different bilingual teaching methods and adjust them based on the actual situation to develop the most suitable teaching mode for teachers.
3. The implementation of bilingual education depends on the overall learning environment at school.
4. Through the experience of participating in bilingual teacher training programs or co-teaching with other teachers, subject teachers can gradually improve and become bilingual teachers.
5. Bilingual teaching can start from classroom language and terms that are commonly used in class to provide students with more stimulus to learn English. Besides, the teacher should still aim at content learning.
6. School administration can adopt multiple and flexible ways to assist teachers in bilingual teaching.
Finally, this study puts forward some reflections and suggestions on the implementation of bilingual education in junior high schools in Taiwan and serves as a reference for Taiwan to promote bilingual education in Taiwan.

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