台灣高級日語閱讀指導之我見－以培育跨文化溝通能力為目標－

台灣日語教育的最終目標在於台日跨文化溝通能力之培育。而培育台日跨文化溝通能力之時，必須先具備日語的聽解能力、閱讀能力、說話能力、書寫能力、翻譯．口譯能力以及日本文化理解能力。閱讀乃是人類知性活動的原點。本論文先闡述閱讀的定義，繼而論述由JLPT、PISA之閱讀測驗、學習者日語所看到的高級日語閱讀指導問題點以及筆者對於閱讀教材、教學法的建言。最後，提出閱讀能力培育理想圖和提高閱讀能力的要點。

關鍵字

台灣；區域別日語教育學；閱讀指導；教材；教學法；跨文化溝通能力

並列摘要

The last purpose of Japanese language education is in cross-cultural capability training. In order to train the cross-cultural capability in Japanese, you have to have Japanese listening ability, speaking ability, reading ability, composition ability, translation ability, and the ability of understanding of foreign culture. Reading comprehension is the starting point of our intellectual activity. In this paper, after describing the definition of reading comprehension, and the contents of reading comprehension instruction, the problem of the upper reading comprehension education in Taiwan was considered from the reading test of JLPT, PISA, and student Japanese. And, the proposal to teaching materials and teaching methods, the ideal figure of reading comprehension capability training, the point which heightens reading ability was described.