- 期刊
「跨領域素養導向」應用於進階法語聽講訓練課程之教與學
Interdisciplinary Competence-based Learning and Teaching in an Advanced French Listening Comprehension Course
摘要
108課綱素養導向教學重視情境脈絡化的跨域學習、專題統整與實作的課程設計。大學教育應銜接此以「學習者為主體」的教學模式，構建合作情境與培育人文素質的課程，協助學生進行跨域及以現象為本的專案導向學習。融合跨文化溝通的外語聽講訓練課程，正是落實學生多元識讀並呈現專題教學導向教學成果之場域。根據「學習金字塔」的記憶保留率理論，以學生為主體所規劃的教學內容（如：「做中學」或“Involve me”）能夠給予學生更多的記憶點。Douglas Brown在其外語習得（SLA）經典教科書《第二語教學最高指導原則》中亦提出以下建議：教學者若將多面向文化參數的概念融入任務教學法，學生在聽講能力和溝通破冰方面的進步將大幅提升。綜上所述，為了改善進階法語聽講教學實務之相關問題，本文旨在以「行動研究法」來探究如何將跨域素養主題以及專案導向學習法應用於法文系四年級「進階聽講訓練」課程設計與畢業專題發表當中。筆者以社會觀察以及文化產業之跨域議題，在教案中納入「充實詞彙」、「DELF檢定考聽力訓練」、「關注文化與時事議題」與「專案教學導向（PjBL）學習成效產出」四大課程目標，以期學生在訓練聽講能力過程中開拓鏈結世界的視角，具備開發、反思與探究專題議題之自主學習能力，並仿效短片教材之議題內容規劃、製作畢業專題短片，具體呈現學習效能。
並列摘要
Taiwan's recently implemented Curriculum Guidelines of 12-year Basic Education highlight interdisciplinary learning. For upper secondary education, this means that courses should be designed around preplanned themes and exercises to help develop learners' basic knowledge in various aspects of life, allowing them to make connections between subjects and develop critical thinking. College education should help students continue this interdisciplinary learning developed throughout high school. When designing course curricula, instructors need to create an environment to foster cooperative learning. In the meantime, project-oriented learning serves as a scaffolding to enhance cultural and global understanding. Foreign language courses, while cultivating communication skills, also provide a perfect place for students to get in touch with foreign cultures. By adopting a holistic approach, French language courses could become an integrated program in which teachers apply thematic courses designed to address issues from multiple perspectives, while students develop key skills to improve academic performance. In his book From Foreign Language Education to Education for Intercultural Citizenship, Michael Byram points out that the goal of foreign language courses is not only to help students develop language ability but also to allow them to understand the importance of being able to adapt to the international community. As a French teacher in a less prestigious university, the author found that traditional foreign language listening comprehension courses put too much emphasis on language learning progress; thus, learners' different needs were often overlooked. This could create a divide among students, reducing students' willingness to participate in class. Therefore, this project aims to adopt an interdisciplinary competence-based curriculum and a project-oriented learning method to conduct an Advanced French listening comprehension course. Hopefully, students will be motivated to participate in class, take the initiative and engage in issue-based inquiry to maximize their learning potential.