http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 가키우치 료타 (검색결과 1 건)
- 무료
- 기관 내 무료
- 유료
-
自己評価活動における学習者の意識と評価シートの分析 -教科書を用いる一斉授業の韓国人中級日本語学習者を対象に-
나가시마 노리코,가키우치 료타 한국일어교육학회 2018 일본어교육연구 Vol.0 No.43
The main objective of this paper is to improve self-assessment activities to encourage autonomous learning in intermediate level classroom lesson using textbooks, and this paper carried out a questionnaire survey on the learners’ perception of self-assessment and analyzed Can-do check sheets used in self-assessment activities. The questionnaire survey shows that some learners recognize the self-assessment helps them “to grasp their own ability” and “to grasp the contents of learning and reflection”, while others find the difficulty with self-assessment “to assess themselves objectively”, “to set assessment criteria on their own” and “to describe what they noticed from their learning”. In addition, it was revealed that there are certain factors that reduce the learners’ motivation for self-assessment and learners judge that the self-assessment is useless for their Japanese learning. The factors are the repetition of self-assessment activities for each part of the textbook with the same procedure and no teacher feedback. Furthermore, a classification of learners was attempted associated with the result of the questionnaire survey and descriptive quantity in Can-do check sheets. However, it can be judged that there is no relation between the perception of self-assessment and the descriptive quantity. In addition, from the viewpoint of descriptive contents, it could not be either found any characteristic differences depending on the classification. The result of survey shows that, in order to make the self-assessment activities more effective, it is more important to increase leaners’ interest and concern for self-assessment by making them fully understand the significance and usefulness of self-assessment or motivating them with feedback of teacher rather than teaching how to describe what they noticed from their learning in self-assessment activities. 本稿は、自律学習を促すための自己評価活動を改善することを目的とし、教科書を用いる中級クラスの一斉 授業において、アンケートによる自己評価に関する学習者の意識調査と、自己評価活動で用いた自己評価 チェックシートの記述の分析を行った。 その結果、アンケート調査においては、学習者が「自分の実力が把握できたこと」や「学習内容の把握やふり かえりができたこと」を自己評価の利点として捉えている一方で、「客観的に評価すること」や「自分で考え て評価基準を設定したり、気づきを記述すること」等に対して難しさを感じていることが分かった。また、自 己評価活動が教科書のPart毎に同じ手続きで繰り返されることや教師フィードバックがないことが、学習者の 自己評価に対する動機を低下させ、自己評価は日本語学習の役に立たないと判断する要因となっていることも 明らかになった。 更に、評価シートの記述を記述量や記述の多様さという観点から、アンケート調査の結果と関連付け、学習 者の分類を試みたが、それぞれの分類にある程度の特徴は見られるものの、記述量や記述の多様さと自己評価 に対する認識の間には関連がないと判断できた。 これらのことから、自己評価活動をより効果的に機能させるためには、記述に関する指導以上に、自己評価 の意義や有用性を十分に理解させることや、教師フィードバック等により自己評価に対する動機付けを行っ て興味·関心を高めることがまずは重要であるという結論に至った。
KCI
KISS연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
