The Research on Japanese Education of Japanese Division in Taiwan Senior Vocational Schools’ Applied Foreign Languages Department─Taking PRVS as an Example

[[abstract]]台灣省高職應用外語科日文組的日語教育始於1989年設科的私立新民高中（新民商工的前身），而實際上，自 1986年私立育達商業家事職業學校的商用日文科創辦至今，高職應用外語科日文組已有16年的歴史。筆者以課程之規範或統合與否為著眼點，試著將高職應用外語科日文組的日語教育大致上分為4個時期：試行期、舊規期、新規期、統合期。再則，近年來由於台灣社會急遽變遷，台灣政府為順應多元化的社會潮流，乃積極從事並推動各種教育改革。其中，在高職等技職體系的教育改革上，教育部提出了「高中職社區化」、「學年學分制」、「群科概念」、「技職體系課程一貫化」、「多元入學方案」、「考招分離」、「跨類報考」、「產學合作」等教改理念。在此等教改理念下，高職應用外語科日文組的日語教育究竟會有什麼演變？筆者想藉此探討高職應用外語科日文組的日語教育歴史、現況和問題點。為了能對高職應用外語科日文組的日語教育情況有更深入的認識，本論文試以筆者已服務13年且目前仍在職的「屏榮商工」為例，從高職應用外語科日文組的教育目標、課程、教材、設備、師資和學生等六方面著手，進行田野調査。另外，還針對屏榮商工91學年度現有的180名應用外語科日文組學生、90學年度已就業的畢業生的35處服務單位以及參加92學年度聯合登記分發的12所四技二專應用日語科系院校，進行問卷調査。本論文共計7章。第一章序論，旨在闡述本論文的研究的動機與目的、以及研究的範圍與方法。第二章技職教育改革與高職應用外語科日文組，除了探討高職教改的縁由與其重要理念外，並同時賦予高職應用外語科日文組適當的定位，為其歴史做分期，探究其現況和問題點。第三章到第五章則分別就屏榮商工應用外語科日文組的教育目標、課程、教材、設備、師資和學生實態等六方面，詳細進行田野調査，並做分析研究。第六章問卷調査結果的歸納與分析，旨在分析學生、企業及四技二專之問卷調査結果。第七章結論，以探討高職應用外語科日文組的課題和發展為主，並提出意見及建議。祈使能藉此為日後高職應用外語科日文組的日語教育找出一條康莊大道，並衷心期盼本論文的探討内容能作為日後四技二專等高等技職體系院校之應用日語科系在課程編排、教材選用、教學活動設計及整體發展時的參考。[[abstract]]This study has focused on the Japanese Education of Japanese Division in Taiwan Senior Vocational Schools’ Applied Foreign Languages Department that started at the private Hsin-Min High School in 1989. In fact, Japanese Division in Applied Foreign Languages Department has been 16 years since the first Japanese Department was set up in private Yuh-Dar Vocational School in 1986.The researcher tried to divide Japanese Education of Japanese Division into four periods: experimental, old-rule, new-rule and united in terms of formulated curricula, or if they should be united. In order to conform to the diversity of social trends, the government actively carried out all kinds of educational reformation. The Education Ministry presented some ideas on the reformation of vocational and technical system, such as High Schools and Vocational Schools communized, yearly credit-oriented and multiple-choice acceptance. What will the research on Japanese education change with the educational reforms? The researcher would like to discuss the history, current situation and controversial issues of it. To understand more and deeper about Japanese education, this thesis based on the examples of PRVS in which the researcher has been teaching for 13 years. The fieldwork focused on the educational goals, curricula, materials, and faculty. In addition, the researcher used a questionnaire to do a survey. There are seven chapters in this thesis. The first chapter is introduction. It is talking about the researcher’ motivation and purpose, and its scope and methods. The second chapter is talking about the reasons for Senior Schools’ educational reforms as well as its important concepts, positioning the Japanese education in vocational Schools properly, divided its history into different period. The third, fourth and fifth chapters are analyzing the data of fieldwork of PRVS. In the sixth chapter, the researcher analyzed the results of questionnaire. The seventh chapter is conclusion. In this chapter, the researcher studied the problems and development of Japanese education in Senior Vocational Schools, drew a conclusion and made some suggestions. The researcher wishes this thesis would help Japanese education in Senior Vocational Schools have a promising future. Besides, the researcher hopes the related colleges will take her recommendations into great consideration and design good curricula, and meaningful activities for students