從學習者內省看「自主學習意願」的變化――關於PBL 學習步驟當中之教育目標與成效

Changes in “Learning with Intention＂ Seen from the Learner's Reflections: Aim and Effect of the Learning Steps in PBL

本論文為根據專題式學習：project based learning（以下PBL）設計之日語綜合型課程的教學實踐報告。筆者在「新聞日語」課程當中遵循PBL的學習步驟，設計活動內容與設定教育目標，並且於活動前提示給學習者。此舉除了讓學習者認知到各個步驟所指向的教育成效，也讓學習者可以將學習步驟與自我認知的過程相互對照。然後，在課堂活動結束後，透過學習內省填寫前的再一次學習目標提示，我們將得以確認學習意願的變化。PBL各個階段活動的教育目標與學習者對自己的變化所產生的各種認知過程，其彼此的吻合情形可以視為透過學習內省所展現出來的「自主學習意願」。在本論文當中，將介紹一連串學習意願的變化，並從課程設計的教育目標設定上來看其關連性。與此同時，本論文將從學習者內省當中選取對於自我成長給予特別顯著低分的學習者內省，與高得分者的內容比較後，明確呈現「自主學習意願」的內容不同處。我們發現在低得分者的內省當中雖然也有「自主學習意願」的呈現，但是與高得分者的內容相較，明顯地在教育目標的達成上，對於獲取能力的不安與自信不足。雖可將此分析為「自主學習意願」的覺醒，但是也同時點出設定PBL在設計課程學習步驟與目標時，將會產生學習「脫落者」的課題。

This paper is a practical report of design of integrated Japanese class by project based learning (PBL). We designed the contents of student activities of the practical class “Japanese in news＂ in accordance with the learning process of PBL, and present the learners in advance with the educational goals to be achieved by each activity to the students. This treatment is not only to make the learners aware of what kind of educational effect is being aimed at the activity, but also to make leaners' learning and cognitive processes agree. We analyze whether there is any change or not in their intention to learning by their reflections after presenting the aims again. The educational aim of the activity at each stage of PBL and the degree of conformity in the cognitive process to the change of the learners' own thought are thought to be the representation of “learning with intention＂ from reflection. We introduce these series of changes in intention for learning, analyze them in the relation with the target setting of class design, pick up the reflection of the learner who wrote significantly low score for self-growth, and reveal the difference between “learning with intention＂ by the learner with high self-estimation. Though the reflection by the low-estimation learner has a wake of “learning with intention＂, unlike the high-estimation learner, also has anxiety about skill which would be acquired and himself. It can be analyzed as “awakening of learning with intention＂, but it can also be thought as a problem of aim setting in class design which produces some “dropouts＂ at each stage of PBL.