普通高校におけるキー・コンピテンシー養成を目指した第二外国語クラスでの実践研究－形成的評価をとりいれた一試み－

普通高校におけるキー・コンピテンシー養成を目指した第二外国語クラスでの実践研究－形成的評価をとりいれた一試み－

本研究是以培養核心素養為目標所進行教學的實踐研究，該課程於台北某高中的第二外日文班進行。
在台灣從2019年正式開始素養導向的教育改革。但是在教育現場該如何設計素養導向的日文課程，以及評量核心素養等問題依然存在。
因此本研究採用形成性評量，重視學生的學習過程。探索以培養核心素養為目標的日文教學的可能性。
此實踐結果，除了學生的日文能力有進步之外，學生的自主性以及協同能力也有變化。採用形成性評量的日文課程對學生的核心素養有幫助。
In this practical study, a Japanese language class was conducted for the purpose of developing key competencies in a second foreign language class at W High School in Taipei City.
In Taiwan, Key competency-based educational reforms have been implemented since 2019. However, there are many questions about how do you actually design lessons for the purpose of developing key competencies in the field of Japanese language education and how to evaluate key competencies.
Therefore, in this practice study, we will focus on evaluation, incorporate formative assessment that emphasizes the learner's learning process, and explore the possibility of new Japanese language lessons.
As a result, in addition to the growth of Japanese proficiency, the learner's independence, self-reliance and collaborative ability were also seen, and the Japanese lessons incorporating formative assessment fostered the key competencies of the learners. It turned out to be effective.