| 题名 |
「適性學習．跨域連結」的中等教育日語課程規劃 |
| 并列篇名 |
Adaptive Learning and Interdisciplinary Learning Based Japanese Language Courses Planning for Secondary Education |
| 作者 |
陳淑娟(CHEN, SHU-CHUAN) |
| 关键词 |
第二外語 ； 國際交流 ； 國際行動力 ； second foreign language ； international exchange ； competencies-oriented teaching |
| 期刊名称 |
東吳外語學報 |
| 卷期/出版年月 |
48期（2020 / 03 / 01） |
| 页次 |
1 - 16 |
| 内容语文 |
繁體中文 |
| 中文摘要 |
第二外國語文（以下二外）領綱以實用性的「主題導向」教學為特色，規劃4個銜接性的學習階段（LevelA1-1,A1-2,A2-1,A2-2），向下扎根可從中小學、高中連貫學習。根據〈中小學國際教育白皮書〉、〈學校本位國際教育計畫〉〈推動高級中學第二外語教育第4期5年計畫〉、〈提升青年學生全球移動力〉等皆顯示「國際交流」為奠定基本教育的重要政策之一，根據統計每年近190校與姊妹校來台訪問，進行國際交流，此正為推動「在地國際化」的好時機。然而根據調查，一般高中的日語課程內容與交流活動鮮有連結。本文推動「活用二外日語課程進行國際交流」的學習方案（learning scenarios），善用關鍵性的「接觸場面」，培養國際行動力。含事前溝通、活動進行、事後聯絡等過程，將課綱轉化為課程，透過任務型的學習，探討跨域連結的學習方案，合作互動的可行性。活用課程，持續交流為短程目標，培養「自主學習」「溝通互動」「社會參與」的核心素養，以達認識國際朋友，終身學習為長程目標。 |
| 英文摘要 |
Curriculum Guidelines for Second Foreign Language (hereafter abbreviated as SFL) features practical ＂key competency-based teaching＂, outlining four bridging learning stages (Level A1-1, A1-2, A2-1, A2-2) to create coherent learning progression beginning from elementary school, junior high school and to senior high school. Reports like ＂Developing 21st Century Competencies for Our Next Generation,＂ ＂School-Based International Education Project, SIEP＂ and ＂Promoting 5-year SFL Program in Senior High Schools: Phase 4＂ have all shown that international exchange is one important policy for laying the foundation for basic education. Statistics indicate that each year nearly 190 schools in Taiwan receive students and faculty members from their sister schools for international exchange activities. Thus, now is truly a good time to promote ＂Internationalization -at-Home＂. However, survey results also show the content of Japanese courses offered in most senior high schools is rarely linked with exchange activities. This paper aims to promote learning scenarios that actively utilize Japanese SFL courses to conduct international exchanges, for they make good use of the essential ＂contact scenes＂ and thus cultivate learners’ international action abilities. The design involves preparatory communications, activities progression, subsequent contacts and so forth; therefore, course guidelines can be easily substantialized into real courses. By implementing task-oriented learning, the adoption of interdisciplinary learning in the scenarios and the feasibility of cooperative interaction will be well investigated. While the active use of courses and continuous exchanges are set as the short-term goals, the training of key competencies, like self-directed learning, communicative interaction and social participation in order to establish international friendship and lifelong learning the long-term goal. |
| 主题分类 |
人文學 >
語言學 人文學 > 外國文學 |
| 参考文献 |
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