從導入評分量尺的會話實踐課程中看學習態度的變化

Observation of the improvement of learning attitude from students after introduction of the rating scale to the conversation practice course

本研究於會話課程中規劃逆向課程設計，授課內容以知?應用與會話演?為重點，並導入自我評?與同儕評?，?時18週，以自主學習角?探討學習者的學習態?如何轉變、同儕評?活動為受評?者的學習態?帶?何種變化等。經由分析學期末的課程問卷調查、追蹤訪談、自我評?之意?等，結果發現(1)約九成的學習者表示對課堂滿意、評分?尺的評?有效、提升日語能?(2)學習者能透過自我評?反思學習?況，各自呈現?一樣的學習態?、新的學習策?能運用在完成課題與達成學習目標上，「提升思考?」、「應用所學」、「增進會話文的創造?」、「??會話能?」等學習項目有成效。可確認促進提升對話演?之實踐?。今後將導入與母語話者實際對話演?的活動，建構真實日語會話情境，從中檢視學習者如何有效應用所學日語、日語能?的變化，並持續觀察自主學習態?的變化。 This study introduced backward design in the conversation education program. The focus of the program aims on knowledge application and conversational exercise through the introduction of self-assessment and peer-assessment . It took 18 weeks to discover how the student's learning attitude changes as the application of self-assessment and peer-assessment. Finally, the study would bring out how did the self-assessment and peer-assessment influence the student's learning attitude. Through the analysis of the course questionnaires, follow-up interviews, and self-assessment at the end of the semester. First, it revealed that about 90% of students showing their satisfaction to the program, to the rating scale system, and to the progress of their Japanese skills. Second, Students could get feedback from themselves and peers through this program, which helped them to improve ?thinking ability?, ?practical learning ability?, ?creativity of conversation?, and ?fluency of conversation?. This study has concluded that this kind of backward design improved the practical ability of students from dialogue exercises. In the future, we will introduce the practice which involved the real dialogue with native Japanese speaker into this study. Also, through the backward design with self and peer assessment rating scale system, we will evaluate how does the learning attitude change by this method.