建構學習歷程檔案之日語教學法──以促進自主學習為目標

A Japanese teaching method based on construction of learning portfolio - aiming at fostering autonomous learning

本研究以非日文系之學習者為對象，透過18週時程，進行以促進自主學習為目標，且採用任務導向學習、活動導向學習等以學習者為中心之理念規劃會話課程，依自我調整學習循環模式之學習歷程檔案製作為課程重點進行教學，並檢證授課期間學習者的學習變化。學期之前後各進行了一次自主學習問卷調查，並分析學習日記，實踐結果發現，透過此課程，學習者的學習動機與學習反思等有顯著的提升；基於自我調整學習循環理論，「自我評量與監測」、「計畫與目標之設定」等二項有改善；而「學習策略的實行與監測」、「學習策略實行的評價與學習策略」，則因學習者的學習特性差異顯示不同的成效。而針對學習者的日文能力變化，將另稿討論。 In this paper, we designed an 18-week course for non-Japanese majoring students. The goal of the courses is to foster the students' Autonomous Learning interest and ability. We implemented mission-based, activity-based and student-centric conversations practice in the courses to examine the students' learning curve and to fine-tune the teaching contents according to the students' progress. We conducted self-evaluations via questionnaire at the beginning and the end of the first semester. After analyzing the learning diary and questionnaires, we concluded that the students' learning motivation and self-assessment on the study showed significant improvement. Based on the self-regulatory cycle, we observed improvement in “monitoring associated with self -evaluation＂ and “goal setting and strategy planning＂. However, “monitoring associated with strategy implementation＂ and “monitoring associated with efforts to adapt the strategy from outcomes＂ show different effects due to differences in learning characteristics of learners. Japanese conversation ability changes will be discussed separately.