運用A1 Can-do概念的日語課程實踐研究－學生的回饋分析

本稿為回顧筆者運用日本國際交流基金會開發之日本日語教育標準（JFS）A1 Can-do概念之授課內容所進行的實踐研究，該課程於台北某高中的日語社團進行。研究對象的學生受到動漫或日劇的影響而對日語產生興趣，進而選擇「高中日文研習社」者為數不少，大多為沒有日語學習經驗的初學者，但礙於學校方針，以及社團上課時數受到限制，日語基礎教學與學習者興趣兩者難以兼顧。在這種情況下，教師不得不思考如何有效率且不降低學習者對日語的興趣來進行課程。本實踐根據重視日語熟練度、以學習者「能用日語做到什麼程度」為標準的JFS系統，運用顯示日語運用能力之Can-do概念，設定為期一個學期主題為「能用日語自我介紹」的課程。結束後，為探知實踐對同學的影響，實施課後課堂反映問卷及訪談，並採用PAC分析法分析訪談語料。結果顯示學習者對於此課程方法滿意度高。而覺得困難的項目為不會讀寫平假名及記不得平假名的寫法。因此，今後如何設計打好50音基礎的教室活動，具體調整Can-do的課程目標，評價方法以統整學習乃為今後的課題。

關鍵字

JF日本語教育スタンダード；高中的日語社團課； A1程度； PAC分析法

並列摘要

This report is based on the Japanese class applying Can-doStatements of JF standard, which was conceived by the Japan Foundation. Japanese class is the club activities at a high school in Taipei. The students who participate in this club interested in learning Japanese because Japanese pop culture is influence on them. However they have to put school events before club, therefore, there is no enough time to join in the club. Moreover, most students have no experience in learning Japanese. For that reason, teacher need to proceed their class effectively preventing losing their interest. JF standard is the system which is on target ＂what we can do using Japanese＂ and makes a point of proficient level. Japanese class focused on this JF standard and set an aim of ＂self-introduction＂ applying Can-do idea during the term. To verify the effect, feedback survey and interview applying PAC analysis were carried out. As a result, most students were satisfied with the class this term on the whole. But, it is hard for some students to read, write and memorize ＂Hiragana＂; the Japanese cursive syllabary. The following are the assignments. -To introduce the activities that students can learn the Japanese cursive syllabary. -To set the Can-do goal specifically-To change the evaluation for each Can-do.