在中級讀本課程中實施同儕教學之效果──以台灣人日語學習者的觀點來探討

The effectiveness of peer learning which was implemented in the intermediate reading classroom: From the perspective of Japanese learners in Taiwan

在外語學習的閱讀課程中，大多是大班教學且上課模式大多是以教師講解為主的形式在進行。對此，擔任閱讀課程教師的筆者總是懷疑學習者是否有用「心」地聽講、對課程的內容是否有理解？再者，由於閱讀活動大多是屬於個人內部的學習行為，因此在閱讀過程中，學習者如何使用背景知識來幫助閱讀或其所使用的閱讀策略是很難跟其它學習者分享的。筆者為解決這些問題，試著將同儕教學的上課模式導入閱讀課程中。本稿將從參與同儕教學的台灣日語學習者，即所謂的當事者觀點，來探討在中級讀本課程中實施同儕教學之可能性。結果發現，有七成左右的學習者對同儕教學導入閱讀課程持有肯定的評價，由此我們可推斷同儕學習具有其有效性。另外，學習者對於同儕教學中，針對「活動時間之不足」有較多的意見。對此，在今後同儕教學的實踐上，筆者提出今後教學實踐時，須注意（1）教師在活動時間的分配及規劃上須有較多的掌控；（2）簡化活動手續；（3）重新省視學習單。

Most of reading classes in the studying a foreign language were theteacher initiates. Many of reading process are often done as individualwork, and there is a problem of sharing neither the backgroundknowledge nor the strategy, etc. that each one of the learner uses in thereading process hardly with other learners, too.Then, the author as a teacher for solve these problems, the authorpracticed peer learning in the reading class. The peer learning is acomprehension process each other was able to be shared. In this paper,we will point out the effectiveness of peer learning which wasimplemented in the intermediate reading classroom from the perspectiveof Japanese learners in Taiwan.As the result, it can be said that peer learning had the effectiveness inthe reading class by the possession of an affirmative evaluation in theaverage introduction of the learner of 70 percent. But, we also havemany problems th_._1__-__.____*_(_