Japanese Education of Second Foreign Language in Secondary Schools of Southern Taiwan-Focusing on Senior High School in Tainan-

[[abstract]]自民國72年政府將第二外國語正式納入高級中學選修課程，為了能延續第二外語之教育環境與學習風氣政府亦實施3期共15年之第二外語教育推動計畫，雖然過程中各界陸續提出課程之建議及檢討，但是對於中等學校第二外語日語教育的了解仍有限。 因此本論文採用問卷調查法針對台南市12所普通高中了解目前第二外語日語教育實施狀況以及問題點，訪查對象為各學校之第二外語課程負責人、日語教師與學生，並針對普通高中之第二外語經營狀況、日語教師的聘用情形、日語課程的實施現況、學生學力分析以及日語學習狀況、以及對未來第二外語日語教育規劃及師資培養的期許等因素進行分析整理。 問卷結果顯示，校方、家長對於第二外語持不重視態度。教育部規定之授課時數不足，導致部分學生認為無法習得更多內容；上課內容無統一規範由老師自訂，多數學校很少舉辦第二外語相關活動，無法引起學生的學習興趣。行政方面，第二外語承辦人對於第二外語相關法規不甚熟悉，無法確實推動第二外語相關政策。現今日語教師證書取得不易，導致多數教師沒有教師證；因第二外語授課時數少，各校多僅能聘請兼任教師，導致持教師證之教師無專任職缺可應徵。 基於本論文之結果，筆者提出以下建議，寄予未來第二外語日語課程的願景。 1 開設班級之必要性初步評估，避免不必要之公帑浪費 2 增加每週上課時數，落實課程設計之內容 3 適度培育國內日語人才，提供一貫證照取得途徑 4 保障教師之工作權益，有效利用教師專才 5 加強學校承辦人第二外語相關知識，定期實施相關教育訓練 6 提高取得學分之門檻，各校定期舉辦成果發表、國際交流 7 納入大考中心考科之一，提高學習誘因及教學品質 8 上游學校訂定加權分數、抵免學分等相關規定[[abstract]]The Education Ministry has announced second foreign language as an elected course of high school courses since 1983 The government also carries out three 5-year projects for promotion of second foreign language study in senior high schools Although some reports have provided many constructive comments on course design the understanding of second foreign language education on Japanese is still largely obscure In attempt to figure out the performance and executive problems of second foreign language education on Japanese survey was sent to organizers lecturers and students related to second foreign language education on Japanese in 12 senior high schools of Tainan city The survey contained numerous aspects of questionnaires including current situation in a senior high school employment of Japanese teachers in permanent or temporary track organization and execution of a Japanese course learned effect and academic performance of students advanced planning of a second foreign language education of Japanese and cultivation of a qualified Japanese lecturer Results indicated a careless attitude of second foreign language on Japanese existing in most faculties of senior high school and the parents of students Insufficient teaching hours defined by the Education Ministry led to incomplete learning for students The content of a Japanese course was often free design with no consistent guiding rule Many schools had little interactive activity in the second foreign language education resulting in attenuating learning motivation of students On the other hand executive staffs were not familiar with all regulations of the policy of second foreign language then they would not have a perfect performance on this job Many professional Japanese lecturers had no certificate because it is difficult to get Otherwise most high schools employed temporary lecturers due to insufficient teaching hours constrained by the Education Ministry Consequently a qualified candidate had little chance to fill a vacancy then to become tenure Based on my results several suggestions on the second foreign language education on Japanese are shown below: 1 A cautious assessment should be carried out prior to creation of a new second foreign language class 2 Plentiful content and good organization of a course is important 3 Incubation and certificate of a Japanese lecturer are important 4 Authority and specialty of a qualified teacher need to be reserved 5 Ability of the faculty of the second foreign language education needs to be enhanced through regular occupational educations 6 Learning hours of a second foreign language has to be increased and achievement meeting of students and international activity should be regularly held 7 Second foreign language on Japanese or others can be an elective option of university entrance examination to elicit motivation of students and enthusiasm of teachers in senior high schools 8 ther supportive alternatives such as increased weight on the entrance examination and remitted credit points after admitting into the university can be built up in the university or colleg