學習歷程檔案結合合作學習，提昇學生日語寫作與應用能力

Abstract

大學非日語專攻之日語課程學生上課時數少，日語產出機會少，寫作與應用能力不足。本計畫使用學習歷程檔案及合作學習教學法，引導學生追蹤自己在問題解決路上走過什麼路徑。希望藉此培養學生日語自我反思、自我評鑑及自主學習的能力，進而提昇日語寫作以及應用能力，改善自我日語學習困境，成為具備自我調整學習的能力者。

Students in non-Japanese language courses at the university have fewer classroom hours, less opportunity to produce Japanese, and less ability to write and apply Japanese. This study uses portfolios and cooperative learning method to guide students in tracing their own paths through problem solving. We hope to develop students' language self-reflection, self-evaluation, and self-learning skills to improve their Japanese writing and application skills, to improve their Japanese learning difficulties, and to become self-regulated learners.