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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/150932


    Title: Hard CLIL を使用した日本史授業の実践報告
    使用Hard CLIL 的日本歷史課程實踐報告
    Practical Implementation Report of Hard CLIL in Japanese History Class
    Authors: 宮本卓大
    TAKAHIRO, MIYAMOTO
    Contributors: 政大日本研究
    Keywords: CLIL;第二言語習得論;アクティブ・ラーニング
    CLIL;第二語言習得;主動學習;日本歷史;語意形式教學
    CLIL;Second-language acquisition;Active learning;Japanese history Focus on form
    Date: 2024-03
    Issue Date: 2024-04-29 11:53:54 (UTC+8)
    Abstract: 本論文は、専科学校日本語学科2 年生後期の「日本歴史」授業において、Hard CLIL（ Content and Language Integrated Learning） を導入した実践報告である。採用した主教材は、日本語学習者向けのものではなく、NHK for School の「10min.ボックス日本史」であった。授業後に実施したアンケートや半構造化インタビューの結果、多くの学生が「生きた日本語が学べた」や「日本史が理解できた」との肯定的な意見を示している。ただし、対象者は日本語を習い始めて1 年半ほどであり、一部の生徒にとっては難易度が高く、理解が難しい点もあった。それにも関わらず、多数の生徒がこの授業が日本語学習に有益であったと評価しており、またアクティブ・ラーニングを用いた活動も好評だったことはHard CLIL の導入が生徒たちにとって実り多い学習経験をもたらす可能性があり、日本語学習においてその有効性が示唆された結果と言える。
    本論文是關於在五專應用日語科二年級下學期的「日本歷史」課程中引入Hard CLIL（ Content and Language Integrated Learning） 的實踐報告。我們選用的主要教材是NHK for School 的「10min.ボックス日本史」，並不是專為日語學習者設計的。在課後進行的問卷調查和半結構化訪談中，許多學生表示他們「真實的學習到日語」，以及「理解了日本歷史」，表達正面的意見。然而，受訪者大多僅學習日語約一年半，對於部分學生來說難度較高，理解上也有困難的地方。儘管如此，許多學生仍然認為這門課對他們的日語學習有益，並且使用了主動學習的活動，獲得好評。這表明Hard CLIL 的引入估計為學生帶來豐富的學習經驗，並反映了它在日語學習中的有效性。
    This paper reports on the implementation of Hard CLIL (Content and Language Integrated Learning) in a Japanese history class for secondyear students majoring in THE Japanese language. The main material used was not specifically designed for Japanese language learners. INSTEAD, THE MATERIAL USED WAS NHK’s "10min. Box Japanese History." Results from post-class surveys and semi-structured interviews indicated that many students expressed positive opinions such as "being able to learn practical Japanese" and "understanding Japanese history." However, the participants had been studying Japanese for ONLY about a year and a half, so some students found THE MATERIAL challenging to comprehend. Nevertheless, despite these difficulties, a majority of students evaluated the class as beneficial for Japanese language learning. Additionally, activities using active learning were well-received, suggesting that the introduction of Hard CLIL could provide fruitful learning experiences for students, thereby implying its effectiveness in Japanese language learning.
    Relation: 政大日本研究, 21, 67-103
    Data Type: article
    DOI 連結: https://doi.org/10.30379/CJJS.202403_(21).0003
    DOI: 10.30379/CJJS.202403_(21).0003
    Appears in Collections:[第21號] 期刊論文

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