日語教育實習課程中的實踐研究─以高中社團活動的班級經營設計為例─

本論文為碩士課程中，實施日語實習教學之實踐研究。教學方針為透過體驗一學期的實際教學實習，學習日語課程設計，並利用行動研究的方式，檢視一學期以PDCA方法循環改善教室經營，及以peer協同作業為骨架的教育實習活動成效。實習教師們於班級的課程設計時，以「喚起學生學習日語的興趣」和「營造快樂的學習環境」為教學目標，為達此目標設計了種種的教室活動。內容分為「導入型」和「發展型」活動。在「發展型」活動中，包含了1.遊戲型活動2.訊息尋問型活動3.腳色扮演型活動4.做中學型活動5.娛樂型活動。透過學生的問卷回饋調查檢視這些活動，能否達成上述教學目標；同時實習教師各自設定「行動研究課題」，透過學生的反應與同儕評價，自我評價，個別反思課題的完成度。為了掌握學習者的學習狀況，於每次上課結束前實施了問卷調查。以量的研究法，統計出學生對該課程具高程度的滿意度；以質性研究法，抽取出七個概念，再將這七個概念歸納為兩個核心概念，亦即反映出學生「上課與學習」中，漸漸顯示「對日本的接近」的學習意義。最後統整實習教師的行動研究，可看出4名實習教師從同儕評價與學生的反應變化，以及自我評價中，顯示出本次的實習活動對於實習教師的成長確實有正面的影響。

關鍵字

教育実習；班級經營；教室活動；社團活動；行動研究

並列摘要

The research draws from a case study of a one semester practicum of Japanese language education, part of the curricula of a master program at Soochow University. By examining such matters as language learning activities and curriculum designs, and taking careful note of peer critiques and feedback, we found ways to stimulate student interest, improve classroom activities, and better manage classroom learning.Our goals in curriculum design were to stimulate student interest in learning Japanese and to foster a pleasant learning environment. In order to achieve these goals, we incorporated activities that were both introductory and evolutionary. The activities included games, information gap schemes, role playing, action-oriented tasks, and direct entertainment. We further used student feedback to check if these activities were helping to achieve our objectives. Peer critiques and personal reflections from the student teachers were also used.The results show that we did obtain positive feedback and evaluation from students and student teachers. The results should contribute to effective Japanese language teaching and pedagogical practices.