主題式學習方案之中等教育日語教學實踐研究－－以導入替代性評量為例

The Theme-based Japanese Instruction Practice in High School I An Application of Alternative Assessment

全球在地化時代，為達具備社會不可或缺的國際行動力，以及國際移動競爭優勢能力之人才培育，日語教育面臨諸多重新建構與革新之挑戰。近年來，重新審視日語教育銜接與連貫之必要性，在台灣受到廣泛重視。台灣現行日語教育的學習評量，係以學習者於學科內容的知識與理解為主，採用試卷測驗之間接性評量方式為多。但是在學習者為主體之教育中，評量模式逐漸轉變。如何培養學習者之語文運用能力，有效銜接教育目標、教學活動與評量，為亟待發展之課題。本研究將採用評分量表之替代性評量融入中等教育主題式學習方案之日語教學，於每週2小時的日語課程中，透過飲食話題與文化、調理實作等之體驗學習，以「風和日麗飯糰日」為主題展開一學期之教學設計與實踐，並結合學習紀錄、教學札記及問卷調查等方式，分析其教學過程內涵及成效所在。交叉分析結果得知，本教學實踐具多元性與實用性，能夠提升學生持續認識日本文化的意願，也使學生感受到充實的學習與其所帶來的正向心理，進而達到積極的學習態度變化與日語的提升，可確認導入替代性評量之主題式學習方案課程能夠支持學習者學習之成效，且有其可行性。本研究之結果，期能為今後提高台灣中等教育日語教學品質提供參考。

In response to globalization, the competence requirement of Japanese has been forced to face a new challenge, that is the coherence to authentic situation. The traditional assessment of Japanese instruction in Taiwan has been shifted to learner-centered paradigm, in which learners are expected to develop linguistic competence in real world. This study introduced a theme-based Japanese instruction in high school and adopted alternative assessment in a series of ＂Sunny Rice Ball Day＂ activities. The 2-hour weekly course is comprised of a variety of experimental learnings, including conversation about food and culture, making cuisines. By means of learning profolios, teaching journals and questionaires, this study aims to explore the effect of instruction. Research finds are: 1. This instruction practice raised the cultural awareness of diversity and enhanced the motivation to learn more about Japanese culture. 2. The alternative assessment adopted in the instruction practice can effectively promote students' learning effect. Based on the findings, practical suggestions are provided for the future direction in Japanese instruction in high school.