日語教育中人性化的嘗試 —以會話課為例—

The attempt of human formation in Japanese language education—Taking a conversation class as an example—

全球化的趨勢之下，人與人之間的互動更加頻繁，因此要與外國人順利溝通交 流，除了必須具備外語能力之外，更必須具有跨文化的溝通能力。 N1 合格者中甚至有不少人認為因為對他人理解不足，覺得彼此意見溝通困難； 也就是在使用日語了解上出現了障礙。這肇因於在學校的日語教育大多著重於「要 教學生什麼？如何教學生」，因此日語教育並無發揮人格養成的功能。（細川 2010； 高橋 2012；当作 2018）。 拙稿說明語言教育改革中常被忽略的人格養成議題，並以此為人格養成為目標 設計課程，探討並分析語言課程中融入人格養成教學時學生所產生的變化。 研究結果發現學生重新對於時間管理以及對台日在時間看法的異同有更進一 步的認識;而且依據課程活動習得自我身分的認同，以及自他文化的理解；這些對 於學生人格的養成、視野的擴大、事物的看法都會有所幫助。

 

Under the trend of globalization, people interact with each other more frequently. Therefore, in order to communicate with foreigners smoothly, it is necessary to have foreign language skills and cross-cultural communication skills. Many of those who passed the N1 said they found it difficult to communicate with each other due to lack of understanding. In other words, they had trouble understanding Japanese. This is because most of the Japanese education in school focuses on “what to teach students and how to teach students”, The Japanese education does not play the role of personality cultivation. Therefore, in recent years, some scholars began to propose new Japanese teaching style of personality development (hosogawa,2010；takahashi,2012； tousaku,2018). In this study, we first explain the issue of personality development in language education, design a curriculum with the goal of personality development, and analyze the changes produced by students. The results of the study revealed that students had a new understanding of time management and the similarities and differences in the perception of time in Taiwan and Japan. The students also learn self-identity and self-understanding of other cultures through the course activities. These are important for the development of students’ personality.