從中高級日語教育的觀點探討「日+α」的架構

A dissection of “Nihogo +α” from Intermediate and High Level Japanese Language Education Perspective

林（1997）裡，針對應日系的課程設計，提出「日＋α」即「日語能力＋專業」的架構。轉眼應日系營運已十年以上。檢討此無構是否落實已刻不容緩。本文將對「日＋α」的理念，探討落實在實際教育上的問題並提出筆者的淺見。問題如下：「日＋α」的架構，處於「日andα」的平行狀態。「日」與「α」之問，教學上忽略了「＋」這一個過程的重要性。從中高級日語教育的觀點來看，3、4年級的中高級程度成長關鍵在「＋」，「＋」代表融合，融合才能落實新架構。因此，教師能否理解，認識單一學術領域在教學上的不足，並且勇於為學習者跨領域挑戰另一新領域也將是關鍵所在。筆者建議如下：「日語」科目應該綜合四技能並漸進式地「融合」專業的嘗試；「專業」科目也應該「融合」日語。從中高級日語教學觀點來看，「日」與「α」教師間是否有效進行團體合作，也是應日系教學品質能否提昇的關鍵。

When it comes to improving Applied Japanese Department’s curriculum, the idea of “Nihongo +α”, which stands for “Japanese Language Ability Professionalism” had emerged almost a decade ago. Implementations of the conceptual curriculum for over 10 years demand immediate attention at this point of time. This research aims to find out and suggest on educational practice problems based on the “Nihongo +α” concept.Suggestions are as followed. Nihongo courses should include the four skills, such as speaking, listening, reading and writing as well as gradually incorporate professional attempts in them. Professional courses, in the meantime, should also incorporate Nihongo in them. From the intermediate and high level Japanese language education perspective, teachers from “Nihongo” and “α” expertise can work together effectively is also the key to improve teaching quality in the department.