一、活動重點及目的：
本次TA培訓課程「The EMI TA Boundary Toolkit」，旨在協助EMI教學助教（TA）了解雙語教育政策脈絡及自身角色定位，提升其在全英語授課環境中的教學支援與溝通能力。課程首先介紹教育部2030年雙語政策及臺灣EMI推動現況，並說明MOOCs於高等教育中的應用。透過探討TA常見工作挑戰與壓力來源，引導學員建立健康的工作界線（boundaries）與自我照顧觀念，學習兼顧教學效能與個人身心健康，以提升EMI課程支援品質與永續投入意願。

The EMI TA training workshop, “The EMI TA Boundary Toolkit,” aimed to help teaching assistants (TAs) better understand the policy context of bilingual education and their roles within EMI (English as a Medium of Instruction) courses. The workshop sought to strengthen participants’ ability to provide instructional support and communicate effectively in English-medium learning environments. The session began with an introduction to Taiwan’s 2030 Bilingual Nation Policy, the current development of EMI in higher education, and the application of MOOCs in tertiary education. By exploring common challenges and sources of stress faced by TAs, the workshop encouraged participants to establish healthy professional boundaries and develop self-care practices. Ultimately, the training promoted a balanced approach to maintaining both teaching effectiveness and personal well-being, thereby enhancing the quality and sustainability of EMI course support.

二、活動特色及執行情形：
本次培訓課程以互動式與實務導向方式進行，以「AI 輔助教學」與「情境角色扮演」為核心，引導學員檢視自身擔任TA時所面臨的角色期待與壓力情境。課程強調建立合理工作界線的重要性，並介紹Boundary Contract概念，協助學員學習有效管理時間與精力。此外，講師提供多項EMI教學情境常用英語表達，包括釐清問題、設定界線、課堂管理及鼓勵學生參與等實用語句，增進學員於英語教學場域中的應對能力。課程最後透過Self-care Toolkit分享壓力調適與自我照顧策略，協助TA建立正向且可持續的工作模式，獲得學員熱烈回饋與高度肯定。

The workshop adopted an interactive and practice-oriented approach, featuring AI-assisted teaching tools and scenario-based role-playing activities to help participants reflect on the expectations, responsibilities, and challenges associated with their roles as EMI teaching assistants. Emphasizing the importance of maintaining healthy professional boundaries, the instructor introduced the concept of a Boundary Contract to help TAs manage their time, workload, and energy more effectively. In addition, participants learned a variety of practical English expressions commonly used in EMI settings, including phrases for seeking clarification, setting boundaries, managing classroom interactions, and encouraging student participation. The workshop concluded with a Self-Care Toolkit, which provided strategies for stress management and personal well-being. Through these activities, participants developed a more positive and sustainable approach to their TA responsibilities, and the workshop received highly positive feedback from attendees.

三、活動之質量化指標：參加人數  8  人，參與滿意度 95 %

四、具體檢討與建議：無

最後修改日期2026/06/15