以JF日語教育指標的Can-do概念為本之A1級日語教學研究――以培育務實的日語能力為目標

An Instructional Design Research of level A1 Japanese Teaching Based on Can-do Concept in Promoting Practical Japanese Competence

環顧台灣現今中等教育階段的日語教育，多以通過日語能力檢定測驗為導向，或採取著重文法句型及文章復誦為主的教學方式，教學目標依據學習者所需培養的務實致用的語文能力者，可謂尚不普遍。因此，本研究以培養台灣技術型高中學習者之溝通能力為目的，採用參照CEFR所開發之JF日語教育指標的Can-do概念，進行A1級教學設計與實踐。首先，結合學習者日常生活的數項相關主題，據以訂定教學活動，在技術型高中進行一個學期的課程實踐。課程主題訂定為「製作美味章魚燒」，由四個子單元建構而成。其目標包括(1)透過實際操作章魚燒以及相關海報製作之體驗學習，覺察我國與日本飲食生活與文化之異同，進而加深對彼此文化之理解，並且(2)學習旅行中購物所需的簡單會話。接著藉由教學實踐、學習紀錄、問卷調查、PAC分析之方法及訪談等方式，交叉分析其教學成效。歸納分析結果，學習者對於本教學設計表現出高滿意度肯定，本教學設計能有效提昇學習者日語溝通能力與學習動機，由此可知以Can-do概念為本之A1級日語教學，為有效的日語教學模式。

In Taiwan, most of Japanese instruction in high school are oriented toward passing the Japanese Language Proficiency Test or reciting articles and focusing on grammar and sentence patterns. However, the practical approached instructions are few. This research aims to develop students’ communication competence of technology high school applying the Can-do-based JF instruction criterias in accordance with CEFR-informed A1 instruction practice. First of all, in order to cope with learners’ day-to-day life, a series of activities were designed in a technology high school, one of which was “Making Takoyaki (Japanese Octopus Ball)” consisting of 4 units. Accordingly, it aimed to enhance the students to learn and be aware of the cultural similarities and differences between Taiwan and Japan by experiencing making Takoyaki and posters. In addition, the students could be familiar with the simple conversation sentence patterns while shopping on their trips. By conducting questionnaire survey, PAC analysis, interview and reviewing learning journals, this study cross-analyzed the effectiveness of instruction. The result showed that the participants were highly satisfied with the design of instruction. It is proved that A1 Japanese instruction design could effectively improve the learners’ motivation and communication competence.