素養導向之中小學日語教育實踐

本研究旨在探討以素養導向為基礎之台灣十二年國教課程改革，同時在綜觀日語教育的現況之後，針對筆者在中小學日語社團活動中以素養導向為目標之議題融入課程的教學實踐進行檢討之研究。 OECD（2005）所定義之核心素養和ATC21S（2009）所開發之二十一世紀技能所提倡之新學力的概念逐漸受到注目之下，從世界的教育改革潮流中，可以看出知識、技能與態度的整合—素養的養成，是對於每個人不可或缺的重要能力。伴隨著時代的發展趨勢，在台灣「十二年國民基本教育」的實施中，核心素養的養成也受到了重視。除了關注學習內容與生活的結合，從跨學科學習、課程統整的角度，將十九項議題融入於各領域/科目的教學實施也是新課綱課程改革的一大重點。此外，因應國際永續發展政策計畫和世界的永續發展教育改革，台灣教育部（2020）出版的SDGs教育手冊『永續發展目標(SDGs)教育手冊—臺灣指南』中也展現了SDGs的17項目標與台灣教育既有脈絡十九項議題之間的對接關係。為發展順應教育潮流的日語教育，透過將SDGs或永續發展教育(ESD)的理念融入教學以培養學生的新學力，可以說是十分緊迫的課題。因此，本研究以中小學參加日語社團活動的學生為研究對象，針對議題融入課程之實踐研究與教材開發進行了嘗試。並根據在教育現場中、小學日語社團的實施特徵和實踐所得之結果，對於今後日語課程設計和支援系統的執行提出了具體的改善方案。

關鍵字

日語社團活動；素養；議題融入；教學實踐； SDGs

並列摘要

This study is a research about discussing the curriculum reform of 12-years Basic Education based on competency. Simultaneously, reviewing the current status of Japanese-language education and the practical research on teaching with issues oriented towards practicing Competency-based Instruction by the author in Japanese club activities of elementary and middle schools in Taiwan. The concept of new academic ability such as key competencies defined by OECD(2005) and the 21st century skills advocated by ATC21S(2009) have gradually attracted attention. From the trend of education reform in the world, we can see that the development of the integration of knowledge, skills and attitude－competency is considered to be an indispensable and important ability for everyone. Conform to the trend of the times, in the implementation of 12-years Basic Education in Taiwan, the fostering of core competencies has been paid more attention. In addition to focusing on ensuring the continuity between learning content and life, integrating the 19 issues into instructions of various fields / subjects to implement cross curricular learning or curriculum integration is also a major focus of the new curriculum reform. Furthermore, in response to the policies of sustainable development and the reforms of education for sustainable development in the world, the guidebook for SDGs learning Learn SDGs For Taiwan Schools published by the MOE of Taiwan also shows the corresponding relationship between 17 Sustainable Development Goals and the 19 issues. In order to promote Japanese-language education that is in line with the trends in education, it can be said that it is a very urgent task to integrate the knowledges of SDGs or ESD into teaching to cultivate students' new academic ability. Therefore, this study takes the students who participate in Japanese club activities of elementary and middle schools as the research object, and attempts to do a teaching practice and materials development about integrating teaching with issues. Based on the implementation status of Japanese club activities in elementary and middle schools and the results from teaching practice, this study proposed some specific improvement plans for Japanese curriculum design and support system in the future.