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題名 | 學生在日本研究學習中心的學習樣態之探討--以狀況學習理論 (situated learning theory) 之觀點=日本研究学習センターでの学生の学びの樣相--狀況的学習論から見た学び、Aspects of Students' Learning at Japanese Studies and Learning Center using Situated Learning Theory |
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作者 | 戶邊繪里子; 武藤泰子; Tobe, Eriko; Muto, Yasuko; |
期刊 | 東吳日語教育學報 |
出版日期 | 20030700 |
卷期 | 26 2003.07[民92.07] |
頁次 | 頁65-89 |
分類號 | 803.1、803.1 |
語文 | jpn |
關鍵詞 | 學習; 狀況學習理論; 正統的參與感; 師徒制; 行為的變化; 自我的定位; 狀況的学習論; 正統的周吿參加; 徒弟制; 行動の砈化; アイデンティティ; Learning; Situated learning theory; Legitimate peripheral participation; Apprenticeship; Changes of behaviors; Identity; |
中文摘要 | 「日本研究學習中心」,一個可以提供學生們自習,並且同時也是日籍教師辦公室的場所,我們將其視為一個實踐教學理論與實際應用的共同空間,我們在此觀察學生們行為的變化,並以狀況學習理論的觀點進行分析。學生會先觀察此共同空間的情況,慢慢習慣裡面的氣氛,並會開始使用裡面所提供的器材,之後並預先準備好自己感興趣的話題而主動以日文對話。更進一步地,可以在毫無準備的情況之下自然地以日文對話,並可以衍生對話的內容。而在此過程當中,先從對環境的認識,對日籍教師觀感的變化,並對自己以日文交談的想法有所改變,進而對自己的日語會話能力產生了信心。 |
英文摘要 | We observed and examined the change in behavior of students at the Japanese Studies and Learning Center using the situated learning theory. This center is where the students study on their own and the Japanese teachers have their offices. In this research, the center was regarded as the community of practice. At first, students observed the community and adapted themselves to the environment. Then, students began carrying out conversations by using things in the center and preparing topics beforehand. Finally, students conversed without any topic preparation and even were able to expand their conversation. Through the process, the students' awareness toward the situation as well as their attitude toward the teachers and their feelings toward speaking Japanese changed. As a result, students built their confidence in speaking Japanese. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。