由學習者的自他評價所具體化之學習效果發現－ 「新聞日語」的課程設計和Rubric的導入

The Awareness by Japanese Learners Realized by (Self-) Evaluation to Presentations: A Case Study on Introduction of a Rubric into the Design of ''Japanese in Newspapers'' Class

大學的日語專攻學習者，進入中高級程度的日語學習過程時，因為課程架構之限制，班級當中將併存個人程度的差異。本論文以大學四年級「新聞日語」課程為教學研究報告的對象，此課程非局限於五技能的學習，而是以多元能力運用的習得為目標。為達此目標，教師必須透過課程的設計，訂定學習最終成果的呈現為課堂發表，讓學習者必須同時使用多項技能，方能完成發表課題。比過程中，教師必須讓學習者有多元思考的訓練，故在課堂活動中，必須針對新聞主題，給與學習者多種主題的提示和反思的刺激。最後，為了提供教師有改善教學目標的憑據，以評價表讓學習者進行自省。透過Rubric當中提供的習得評價程度勾選，本論文收集到學習者內省後對於學習的發現。學習者對於發表效果的評價在自評和他評當中有一定程度的不同。學習者對於自評的分數往往低於他評，而自評分數偏高者，在自我評價的自由反思中，也呈現對於發表內容的自信，並著重於後續學習的改善策略。而自評與他評分數有明顯落差者，則可以發現在Rubric的自我反思中，多著重於內容的檢討，缺乏對於學習的改善策略。由上本論文發現，首先必須先改變教學目標方能符合學習者對於多元思考的習得需求。由課程設計和Rubric的配合，教師可以適時修正並且配合學習者對於教學目標難易度的評價，由此達到符合學習者真正需求的教學目標設定。

This paper features ''Japanese in newspapers'', one of classes for the fourth grade undergraduate students, as a material for a case study. This holds a high contrast with the others in its demand for aiming acquisition of two or more language skills, rather than only one of the so-called five skills. This class in general does the ''wrap up'' with several presentations for achieve the educational goal. The presentations, which require several activities including presenting theme(s) and stimuli for thinking, encourage carrying out various skills. Finally, the participants fill Rubric for reflections and the subsequent awareness, which contribute to effective reform of the class design and the forms themselves by the instructor. This paper argues that the evaluation form was successful in visualizing the class participants' various awareness from reflections, and that there was a tendency that self-evaluation was lower than evaluation to the others. The learners who marked high self-evaluation were able to present strategy for learning in free description. On the other hand, those who marked lower self-evaluation (in comparison with that to the others) virtually only noticed the technical procedure of the presentations and lacked a vision to strategy for learning. The awareness by the learners constitutes a very important part for planning the class design and the aim for the class by the instructors. It probably leads to a conclusion that presence of an educational goal which is oriented to needs by the learners leads to an authentic acquisition.