日本語学科におけるキャップストーンコースの試行―学習成果の総合評価―

A Study on ＂Capstone Course＂ of Department of Japanese: Summative Evaluation of Learning Outcomes

羅濟立(Luo, Ji-li)

《淡江外語論叢》 34期 (2020/12) Pp. 170-189

https://doi.org/10.29716/TKSFLL.202012_(34).0006

並列摘要

「總結性課程」被視為檢驗學習成果最典型的方式，東吳大學日文系107學年度起開設總結性課程。本文旨在透過筆者之教學實踐，以及其他組別的授課計畫檢視總結性課程的教學成果。結果顯示，從學生的課堂參與、策劃研究主題、日語口頭發表和成果報告，學生產出的學習成果展現了系所的教學成效，檢驗了核心能力達成程度。但學生學術準備度是總結性課程成敗的關鍵，系所應系統性規劃「奠基石、拱門石、合頂石」課程，總結性課程才能發揮功效。學生也應藉機反省個人能力不足之處，透過自律學習或生涯學習以銜接職涯發展。｜Capstone courses have been viewed as a typical assessment of learning outcomes. The Japanese Department of Soochow University offered Capstone courses from the 107 academic year. This study investigated the teaching results of the Capstone courses through the author's teaching practice and the teaching plans of other groups. The results showed that capstone courses demonstrate the teaching effectiveness of the department and test the level of achievement of key competencies from students' classroom participation, planning and research projects, Japanese oral presentations, and achievement reports, the learning outcomes produced by students. Moreover, a systematic restructure of university curriculum, including implementation of prior cornerstone and keystone courses, is necessary to make capstone courses work successfully. Students should also take the opportunity to reflect on their deficiencies in their personal abilities, and bridge their career development through self-disciplined learning or lifelong learning.

並列關鍵字

總結性課程 ； 日文系 ； 學習成果 ； 總結性評量 ； 合頂石｜capstone course ； department of Japanese ； learning outcomes ； summative evaluation ； capstone

參考文獻

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板垣吉晃・佐々木秀顕・藤岡克則・田中寿郎（2017），「材料工学系におけるエンジニアリングキャップストーン・プログラムの試行」『大学教育実践ジャーナル』，第15 号，31-35 頁。

地域公共人材大学連携事業（2012），『キャップストーンプログラムマニュアルーキャップストーンプログラムの実践と課題─』www.ryukoku.ac.jp/uni_cola/img/pdf/cap.pdf

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