自律学習を促す自己評価と探究学習による振り返り ― 一斉教授型の中級日本語会話授業での実践 ―

Abstract

This paper is a practical report of efforts to enhance the usefulness of self-assessment that is conducted after classroom lessons and lead learners to autonomous learning in the intermediate Japanese conversation class at the university. In this practice, learners did self-assessment first and then they carried out inquiry-based learning so that they could use the results of self-assessment more effectively. Learners could choose various research subjects such as grammar, expressions, vocabulary, cultures, etc. based on the results of self-assessment and their own interests when they engaged in inquiry-based learning. Some learners could choose their research subjects by linking what they learned in class to their own experiences and future career plan; that is to say, they realized the usefulness of the knowledge they acquired in class and thought about their own way of life through inquiry-based learning. Furthermore, in the questionnaire survey, all the learners evaluated the reflection through self-assessment and inquiry-based learning as “very useful”. The main reason for this was that learners could get concrete results that allowed them to realize their own growth by expanding the scope of their learning and clarifying their knowledge. It means that inquiry-based learning effectively functioned as a stepping stone for taking action after self-assessment. It was also shown that the introduction of inquiry-based learning has led learners to take more seriously both classroom lessons and self-assessment. To lead learners to autonomous learning, teachers should devise triggers for learners to take the initiative to supplement their weaknesses and satisfy their intellectual curiosity in addition to encouraging learners to reflect on their own learning process by self-assessment.