台湾の高校における日本語授業の教育実践－Can-doシラバスと構造シラバスの比較を通して

Abstract

根據國際交流基金會的調查顯示，在日語教育中的各個階段中，中等教育階段的教育機構數與學習者數均為最多，因此可見，日語教育於中等教育的課程設計，在整體體系中佔有極為關鍵的地位。在台灣的日語教育現場中，長期以來普遍採用 以語言知識為核心的結構式教學課綱(Structural Syllabus)進行課程設計。此種課綱雖可協助學生促進言語知識上的理解，然而由於教學內容偏重於語言知識，往往導致學生在實際使用日語時容易出現不自然的對話內容。另一方面，近年來隨著教育觀念的轉變，強調學習者能在真實情境中實際運用語言能力的Can-do教學課綱 (Can-do Syllabus)逐漸受到關注，融入Can-do概念的日語課程在日語教學現場呈 現增長趨勢。因此，本文旨在重新檢視台灣高級中等階段的日語課程，透過比較傳 統的結構式教學課綱和融合Can-do概念的教學課綱，進行教學實踐並且分析其學 習成效，進一步探討兩者之差異與優勢。 由本研究所實施的教學實踐得結果可以下發現:整體而言，Can-do教學課綱的 班級在言語知識與運用能力方面皆表現良好，尤其於口頭運用能力上的有著顯著的提升。此結果顯示Can-do教學課綱在培養學生日語能力上具有明顯效益。綜合研究結果可見，未來在台灣高級中等日語教育可考慮在原有結構式教學課綱中的基礎上，適度融入Can-do教學概念，以達到兼顧語言知識與運用能中的目標，藉由此種融合，可以期待為台灣日語教育注入新的活力以及刺激。

According to a survey conducted by The Japan Foundation, the number of educational institutions and learners at the secondary education level is the highest among all stages of Japanese language education. This indicates that Japanese language curriculum design at the secondary level plays a crucial role within the overall system of Japanese language education. In Taiwan, Japanese language instruction at the secondary level has traditionally relied on Structural Syllabus, which emphasize language knowledge such as grammar and vocabulary. While such curriculum design can support students in acquiring linguistic knowledge, but the emphasis on linguistic knowledge often results in learners using unnatural expressions when speaking Japanese in real-life situations. In recent years, however, a shift in educational concept has led to increasing attention on Can-do Syllabus, which focus on the learner’s ability to use the target language effectively in practical situations. As a result, Japanese language education that incorporates the Can-do concept is becoming more prevalent in the field. This study aims to review Japanese language education at the senior high school level in Taiwan by conducting a comparative teaching practice between the traditional Structural Syllabus and the Can-do Syllabus, and by analyzing the learning outcomes to explore the differences and advantages of the two approaches. The results of the teaching practice conducted in this study reveal that, overall, the class following the Can-do Syllabus demonstrated positive outcomes in both linguistic knowledge and ability to use the language. In particular, significant improvement was observed in students’ oral communication skills, suggesting that the Can-do syllabus is effective in enhancing learners’ overall Japanese proficiency. Based on these findings, it is suggested that Japanese language education at the high school level in Taiwan consider incorporating Can-do Syllabus into Structural Syllabus. Such an integrated approach may help achieve a more balanced development of both linguistic knowledge and practical communication skills, and could bring renewed vitality and innovation to Japanese language education in Taiwan.