2009개정 교육과정 성취기준에 대한 고등학교 일본어Ⅰ 성취수준과 수업만족도

Abstract

This research is looking at the analysis of class satisfaction and achievement levels of the students found within a high school setting. The aim is to find strategies for the improvement of the Japanese-Ⅰ curriculum under a high school setting. The article outlines three vocal point areas where more effort can be made to improve further development in the Japanese-I curriculum. These vocal point areas are: improvement strategies of teaching content, development of research program (such as the second language program) and ability of producing a comprehensive system for tracking results standards for the Japanese-I program. This study took place in a single sex female high school during a semester between the months of July and December 2014.The study consisted of 155 participants who all where in the third grade. Firstly, the study began with a questionnaire that consisted of fifteen questions. The questionnaire aim was to understand learner factors. The first section of the questionnaire consisted of a number of different questions (e.g. study environment, age, gender, aptitude, motivation, study strategy, style, experience of study) which are connected with text book, teaching methods, educational institution and lesson time. While, the second section of the questionnaire sort, with self check list, to understand the linguistic capability (e.g. speaking, reading, writing, cultural A-B-C-D-E) of students, also its aim was to interpret the achievement levels (e.g. great, normal, insufficiency) of students - in keeping with the 2009 national curriculum accomplishment standards. According to the research, first, we found out their study style and study desire in the studying of communication ability emphasized on Japanese-Ⅰ curriculum. In communication of basic expression speaking section, 39% of them were interested in this section. However, at the same time, 35% of them answered that it could be a difficult section. Second, after analyzing the individual achievement level with a self check list which is focusing on communication ability of Japanese-Ⅰ curriculum, in meetings and five other speaking sections, 72% of them could express themselves relatively well.