網絡資源在「媒體日語」教學上的應用與實踐（Network Resources in Media Japanese Teaching）

「媒體日語」におけるネットワークリソースの応用と実践

近幾年來國內開始導入「媒體日語」課程的日語相關科系逐漸增加，希望從網路上網羅許多有益於日語學習與了解日本文化的多媒體資源，來設計日語教學的內容。筆者任教的M大學應日系於108學年度開始開設「媒體日語」課程，筆者參考先行文獻的探討分析，理解到多媒體教材的多項優點，但是也歸納出多媒體教學有「影片長度過長」、「選修班級人數過多」、「難以課後持續自主學習」、「動畫字幕無法消除」等一些有待改善的問題點。衡量「媒體日語」課程的需求，為了改善問題點，在課程設計上需要反映教材多元化，還要導入分組活動之類的學習活動，以及增加延伸課後自主學習的練習項目。此次課程設計中筆者總共選取日本交流基金會線上教學動畫、日本漫才、日本街頭訪問動畫、日本短篇卡通、網路小說動畫、NHK FOR SCHOOL動畫六種不同類型的多媒體動畫，來構成此次「媒體日語」的主要教材。並搭配日語跟讀練習與測驗、動畫觀賞後感想文撰寫，加上網路新聞、網路資訊海報的分組口頭報告等多項練習活動組成，來檢測同學的學習成果。在學期末並舉行問卷調查，然後進行分析，以作為日後教學改進的參考。

In recent years, the number of Japanese-related departments that have begun to introduce ''Media Japanese'' courses in the country has gradually increased. I hope that many multimedia resources that are useful for learning Japanese and understanding Japanese culture can be drawn from the Internet to design Japanese teaching content. The M University, which I teach, started the ''Media Japanese'' course in the 108th academic year. The author consulted the analysis of the previous literature and understood the many advantages of multimedia teaching materials, but also concluded that multimedia teaching has ''the film length is too long'', '' It is difficult to continue self-study after class'' and other issues that need to be improved. In order to improve the problem, the curriculum design needs to reflect the diversity of textbooks, and also introduce learning activities such as group activities, and add practice items that extend self-study after class. The author selected a total of six different types of multimedia animations to form the main textbook. It is combined with Shadowing exercises, writing of thoughts after watching animations, plus a number of practice activities to test the students' learning results. Hold a questionnaire survey at the end of the semester, and then analyze it as a reference for future teaching improvement.