合作学习中大学日语教师的教学观——基于三位大学日语教师的PAC分析

An Analysis of University Japanese Teachers' Perception of Cooperative Learning——Viewed from the Personal Attitude Construct of Three Teachers

合作学习的成功与否往往与教师的教学观有关。本研究以A、B、C三位大学日语教师为研究对象,使用个人态度构造分析法(Personal Attitude Construct,PAC)调查合作学习过程中日语教师的教学观。研究结果显示(1)三位教师对合作学习的"四内涵"有基本的认识。(2)A、B两位教师在实施合作学习中都有感到困难的地方,而教师C则未体现出来。这是因为教师A对"小组自评"要素欠考虑,教师B对"合作技能"和"小组自评"要素欠考虑,而教师C对有效合作学习的"五要素"均有考虑,并且教师C做到了对自身教学行为的调整、实践和反思。

The success of cooperative learning often depends on the teacher＇ s perception of it. Targeting three university Japanese teachers as research subjects, this study applies PAC （Personal Attitude Construct） as the research method to explore the importance of University Japanese teachers＇ perception of cooperative learning. The results indicate that （1） the three teachers have a basic knowledge of ＂four connotations＂ of cooperative learning; （2） Compared with Teacher C, who takes all the ＂five elements＂ into thorough consideration, Teachers A and B seem to be less aware of the importance of ＂individual and group accountability＂. In addition, Teacher B does not provide training in ＂interpersonal and small group skills＂. Moreover, Teacher C has successfully adjusted, practiced and reflected his or her own teaching behavior. These research findings have implications for classroom Japanese teachers in improving their teaching effectiveness.