- 期刊
課程設計與需求分析研究
The Research of Course Design and Needs Analysis
摘要
以日語為第二語言學習的台灣人學習者即使學習一年或兩年的日語也不太會說的原因有以下六項。第一原因，設計課程設計圖的教案主要以訓練聽與說教學法等的文法中心為主；第二原因，大多數的教師使用以文法中心構造的教科書；第三原因，大多數的教師以文法譯讀法、直接法、訓練聽與說教學法來授課；第四原因，未分析學習者需求來授課（想提高學習者會話能力，卻實際上以文法為中心教學）；第五原因，教日語會話的日本人教師很少（大多數大學的日本人教師與台灣人教師的比例為一比三或者一比四）；第六原因，班級人數從五十人到八十人，人數過多。 要如何解決這六項問題呢？第一，應該將以文法為中心的課程設計圖教案改變為會話中心的教案；第二，不使用構造教科書，改為使用場面與機能的教科書；第三，教師不使用文法譯讀法與直接法及訓練聽與說教學法，應該使用溝通式教學法來授課；第四，應該回應學習者需求來授課（並非文法中心，應該進行會話中心的授課）；第五，應該增加教日語會話的日本人教師（教師教文法的時問應該與教會話的時間相當）；第六，班級學習者並非五十人至八十人，應該減少至二十人至三十人；只要解決這六項問題，台灣學習者便能學會日語會話能力。
並列摘要
Taiwanese students studying Japanese as second language study Japanese for one or two years but cannot speak it. There are six reasons fir this. The first reason is that the plaits of the course design, namely the teaching plans, arc the grammar-centered plans of the Audio-Lingual Method. The second reason is that a lot of teachers use the textbooks of a grammar-centered structural syllabus. The third reason is that a lot of teachers teach lessons using teaching methods such as Grammar Translation methods, Direct Methods and Audio-Lingual Methods. The fourth reason is that teachers don't teach lessons according to the needs analysis of the students. Students want to raise the level of their conversation skills but lessons are instead grammar-centered. The fifth reason is that there are not many Japanese teachers teaching Japanese. The ratio of Japanese teachers to the Taiwanese teacher is one in three or one in four in a lot of universities. The sixth reason is that there are fitly to eighty students per class and this is too many students in each of these classes. What can we do to solve these six problems? First, we should change the plans of the course design, namely the teaching plans, from grammar-centered plans to conversation-centered plans. Second, teachers should use textbooks of a situational syllabus and functional syllabus and not use textbooks of a structural syllabus. Third, teachers should teach lessons by using the communicative approach without using Grammar Translation methods, Direct Methods or Audio-Lingual Methods. Fourth, teachers should teach lessons according to the needs analysis of the students. Teachers should teach lessons that are not grammar-centered hut are conversation-centered. Fifth, we should increase the number of Japanese teachers teaching Japanese. Teachers should teach as many conversation classes as grammar lessons. Sixth, the number of students in a class should be reduced to twenty to thirty and not be as large as fitly to eighty. If we solve these six problems, Taiwanese students will raise their skill levels in Japanese conversation.