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政大機構典藏 > 學術期刊 > 政大日本研究 > 第19號 > 期刊論文 > Item 140.119/142711

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/142711

Title:	反転教育とピア．ラーニングを実施した初級日本語の実践報告－学生の意見をもとに－實施翻轉教學與同儕學習初級日語課程之實踐報告－以學生意見為資料－ Practice Report on ＂Basic Japanese＂ That Conducted Flipped Classroom and Peer Learning: Base on Students` Opinions
Authors:	陳文敏 Chen, Wen-Miin
Contributors:	政大日本研究
Keywords:	反転教育；ピア．ラーニング；学生の意見；長短所；効果翻轉教學；同儕學習；學生意見；優缺點；效果 flipped classroom ； peer learning ； students` opinions ； pros and cons ； effect
Date:	2022-01
Issue Date:	2022-12-23 12:04:42 (UTC+8)
Abstract:	授業の効率化．活性化、さらに学習者の学習効率の向上と自律学習の促進を目的に、筆者は様々な授業で反転教育とピア．ラーニングを導入している。本稿では、筆者が108学年度（2019年9月～2020年6月）に担当した必修科目「初級日本語」の学生の意見をデータに、反転教育とピア．ラーニングの実践結果、及び学生が感じている長短所について報告するものである。結果、多くの学生からそれぞれの効果を実感している意見が得られた。一方、課題として工夫せねばならないことも少なくない。まず、反転教育とピア．ラーニングの採用理由とその効果についての説明を入念に行うことである。そして、具体的な課題として、反転教育については動画の視聴時間．内容に関する疑問への応対、ピア．ラーニングについては机間巡視．話し合いの徹底、積極的な発言の雰囲気作り、テストによる学習成果の確認が挙げられた。今後、先行研究と本稿の結果を授業改善の知見としていろいろ工夫していきたい。為了提高課堂效率與活化教學，並促進學生的學習效率與自律學習，筆者於各種課程導入翻轉教學及同儕學習。本稿根據筆者於108學年度（2019年9月～2020年6月）「初級日語」課程收集到的學生意見，報告翻轉教學及同儕學習的實踐結果，及學生感受到的優缺點。分析後的結果，得知多數學生體驗到翻轉教學及同儕學習的效果，也獲得許多寶貴意見。另一方面，也獲得了些許新課題。首先，有必要針對採用翻轉教學及同儕學習的理念及其效果多做說明。而有關具體的課題，翻轉教學為：須更適切應對影片觀看時間問題及其內容疑問；同儕學習為：須更徹底巡堂以促進學生充分討論，營造積極發言的氛圍，實施小考確認學習成果。日後將參照先行研究及本稿的結果，持續改善並精進授課方式．技巧。 In order to improve classroom efficiency, revitalize teaching and learning, and enhance students` learning efficiency and autonomy, I has adopted flipped classroom and peer learning in various courses. This paper reports the results of the practice of flipped classroom and peer learning, and its pros and cons felt by the students, based on the students` opinions collected from the BAS IC JAPANESE in the 108 academic year (2019). The results of the analysis show that most of the students experienced the effects of flipped classroom and peer learning, and many opinions were obtained. On the other hand, there are also some new issues. First, it is necessary to explain more about the concept of flipped classroom and peer learning and its effects. In terms of specific topics, I have summarized three points on flipped classroom and four points on peer learning. In the future, I would like to make more innovations and improvements by referring to previous studies and the results obtained in this paper.
Relation:	政大日本研究, 19, 69-98
Data Type:	article
DOI 連結:	https://doi.org/10.30379/CJJS.202201_(19).0004
DOI:	10.30379/CJJS.202201_(19).0004
Appears in Collections:	[第19號] 期刊論文

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