我國大學日語教師教學風格之初探

A Preliminary Study on University Japanese Teachers' Teaching Style in Taiwan

本研究目的為，利用文獻分析法，釐清教學風格的概念定義及類型分類，並透過問卷調查，了解臺灣的大學日語教師教學風格的特徵與差異，藉此提供日語相關學系課程發展或教學實務活動設計時所需之參考資料。問卷調查以臺灣日文相關科系之大學教師為研究母群體，立意抽樣9所大學作為施測目標，回收有效樣本數為74份。研究工具採用自行開發之大學日語教師教學風格量表，由Bloom, B.S.的認知歷程分類、Renzulli, J.S.的教學策略偏好分類、以及大學日語教學科目的類別等向度所構成。本研究發現：1.教學風格是複合性的概念，可定義為「教師在教學歷程中綜合相關因素，使教師內在的個人特質與外在的教學行為，形成穩定具邏輯的基本教學原則」，並具備外部辨識性、穩定一致性和教師獨特性、具體量測性等特性。2.我國大學日語教師較擅長聽講、練習、編序等教學風格，最不擅長於業師導入的教學風格。3.無論在整體教學或高低階認知歷程上，我國大學日語教師教學風格之擅長程度，在性別、學歷、教學資歷上並無顯著差異，但相較於私立大學，公立大學的日語教師則擅長於翻轉式的教學風格。4.在低階認知歷程的教學上，我國大學日語教師較擅長於傳統式的教學風格，但在高階認知歷程的教學上，我國大學日語教師卻比較擅長翻轉式的教學風格。

The purpose of this research is to clarify the conceptual definition and type classification of teaching styles using document analysis, and through questionnaire surveys to understand the characteristics and differences of Japanese teachers' teaching styles in universities in Taiwan. In order to provide reference materials needed for curriculum development or teaching practice activities of the Japanese-related departments. The questionnaire survey took university teachers from Taiwan’s Japanese-related disciplines as the research mother group and intended to sample 9 universities as the test targets, and the number of valid samples collected was 74. The research tool adopts a self-developed university Japanese teacher teaching style scale, which combining Bloom’s cognitive process, Renzulli’s teaching strategy preference, and the category of university Japanese teaching subjects. The research findings are as follows: 1.Teaching style is a complex concept, which can be defined as 'the teacher integrates relevant factors in the teaching process, to make the teacher's internal personal characteristics and external teaching behaviors form a stable and logical basic teaching principle', with 4 characteristics: external recognizability, stability consistency, teacher uniqueness, and concrete measurability.2.University Japanese teachers are better at using“Lecture Instruction”,“Exercises and Recitations”, and“Programmed Instruction”teaching styles, and are the least good at using“Mentorship”.3.Regardless of the overall teaching or low/high-level cognitive process, the teaching style of university Japanese teachers is no significant difference in gender, academic qualifications, and teaching qualifications. But compared to private universities, Japanese teachers in public universities are better at using flipped teaching styles.4.In the teaching of low-level cognitive processes, university Japanese teachers are better at using traditional teaching styles, but in the teaching of high-level cognitive processes, university Japanese teachers are better at using flipped teaching styles.