日語閱讀課程導入合作學習之試案

The test of Cooperative Learning in Japanese ReadingCourse

過去閱讀課程的指導，主要是教師單方面的傳授知識，教授順序多是從單字意思開始，接著說明句子間的意思或彼此的關係，也就是從課文的底部開始逐漸向上堆疊，以瞭解課文內容為主的授課方法。其結果，除了老師與學生間的互動不足外，學習者亦只是被動的受教，文章的理解只停留在表面。因此本論文於中級閱讀課程導入合作學習，希望透過群體的對話，以解決學生的問題點為主，並希望能改善學習者能主動的參與練習及教室活動。而且也想觀察學生在閱讀學習想法的變化。結果發現，在合作學習過程中，學習者會直接將自己的問題和組員討論，且在討論的過程中不但可證明或修正自己原先的想法，亦可能從自身的問題衍生出另一個新問題。這樣的學習方式和過去截然不同，也能尋找出學生能主動參與課程的可能性。

Traditional reading guidance is mainly the teacher transfers of knowledge unilaterally. The procedure of guidance is from the meaning of words to explain the meaning or relationship between the sentences. In other words, it piles up from the bottom of the text and focus on content understanding of the text. As a result, not only the lack of interaction between teachers and learners, but also learners also just taught passively, understanding of the sentences remain in superficial things. Therefore, this paper will introduce cooperative learning in the Intermediate Reading Course. I hope that through the discussions of the group in order to solve the learner's problems. And hope to improve the learners can participate actively in exercises and classroom activities. And further we want to observe the change in thinking about the study of reading comprehension of learners. It was found that the learner will directly discuss their problems to their group in the process of cooperative learning. And the learners not only prove or amend his original ideas, but also derive from their own problems to another new problem during the discussion. It is a different learning styles from the past. It would be found out the possibility that students can actively participate in the course.