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題名 | 開發「日語閱讀素養」多文本課程教材=Developing Teaching Materials for the "Japanese Reading Literacy" Course |
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作者姓名(中文) | 封靜宜; | 書刊名 | 教學實踐研究 |
卷期 | 3:3 2023.09[民112.09] |
頁次 | 頁111-130 |
分類號 | 803.1 |
關鍵詞 | 日語閱讀素養; 日語閱讀教材; 多文本閱讀; 多媒體; Sustainable development goals; Japanese reading literacy; Teaching materials for Japanese reading; Multi-text reading; Multimedia; SDGs; |
語文 | 中文(Chinese) |
DOI引用網址 | 10.7007/JSoTL.202309_3(3).0005 |
中文摘要 | 現代人的閱讀處於多元訊息錯綜出現於平面及網路媒體的環境,然而目前使用的教科書卻無法對應此種狀況。以日語領域教科書為例,其重視語言學習,但內容多與世界脫節,而且各課既缺乏同一主題貫穿,篇幅又過於精簡,此外,以紙本為主流的教科書缺乏多元媒體的搭配,因此,教育現場如要因應現代閱讀環境,並提供適當的指導,則革新教科書的內容與形式是首要任務。本課程基於以下理念安排教材形式、內容與課題活動:一、教材形式:以多文本、多媒體呈現,突破傳統教材限制。二、教材內容:透過兼具學生切身經驗與普世議題的貧窮問題主題,並以環繞該主題的延伸議題對接SDGs的各項目標。三、閱讀課題與活動:透過閱讀課題與小組討論,提升日語閱讀素養與對SDGs的認知與態度。教材使用滿意度調查結果顯示,學生認為「圖表與影音資料比起只有文字,更能幫助理解」且「本課程的教材內容可以幫助強化日語知識」,也認為「教材內容可以幫助瞭解日本社會現象」、「可以幫助思索導致日本社會問題的原因」,進一步思索「臺灣和日本有哪些類似的社會問題」,顯示本教材的內容與形式適切,今後將以此為基礎繼續精進發展教材。 |
英文摘要 | Contemporary people's reading environment is associated with diverse information from printed and internet media. However, school textbooks can hardly reflect the contemporary reading environment. In the Japanese language field, the textbooks focus on language learning without any content connected to the real world. There is no consistent theme among different courses, and the layouts of the textbooks are rather simple. The mainstream textbooks are physical books without diversified media tied in. Therefore, in education practices, to provide appropriate instructions and directions corresponding to the contemporary reading environment, one of the primary tasks is to reform the contents and forms of textbooks. The form and content of the teaching materials and the relevant topics and activities this course designed are based on the following fundamental ideas: 1. The form of the teaching materials: The materials are presented in a multi-text and multimedia form, breaking through the limitations of traditional teaching materials. 2. The extended issues around the universal problem of poverty students may have personally experienced are linked to the SDGs. 3. The reading topics and activities: Students' Japanese reading literacy and understanding of and attitudes toward the SDGs can be improved through reading materials related to the topics and group discussions. The result of the survey on students' satisfaction with the teaching materials shows that students believe "the content of the teaching materials helps them to understand the social phenomena in Japan" and "to reflect on the causes of the social issues in Japan" and they would further think about "if there are similar social issues in Taiwan." These findings indicate that the content and forms of these teaching materials are appropriate. In the future, teaching materials can be further improved based on these findings. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。