作 者：李凌云[1] LI Ling-yun （College of Liberal Arts and Physical Education, Shenyang Pharmaceutical University, Shenyang 110016, Liaoning Province, China） 机构地区：[1]沈阳药科学院社科与文体大学,辽宁沈阳110016 出 处：《沈阳农业学院学报：社会科学版》2017年第4期470-473,共4页Social Science Journal of Shenyang Agricultural University 基 金：辽宁省高等教育学会＂十二五＂高等学校外语教学改革专项课题（WYZDB11019） 摘 要：在开始学习专业日语时,学院生都有不能立即适应的感觉.通过对沈阳药科学院在校学生和专业日语课任课教师进行问卷调查结果略论发现,在学院基础日语教学阶段后期进行“衔接性日语教学”,在教学内容方面,在继续学习提高基础日语的同时,增加“值日报告”和学习日语科普内容；在教学措施方面,综合采取认知法和任务教学法,构建合作学习模式和参与式教学模式；在教学评估方面,采取形成性评估和终结性评估相结合的形式.In the early days of learning special Japanese, many college students fail to adapt to the situation immediately. To find the cause a questionnaire survey was conducted among the students and teachers of special Japanese at Shenyang Pharmaceutical University and then a statistical analysis of the raw data from the survey was made. On the basis of the survey and analysis, a concept, Cohesive Japanese Teaching, was put forward that in the later time of basic college Japanese teaching these special-Japanese-oriented teaching contents, methods, modes and assessment means should be added： such contents as ＂Report on Duty＂ and popular science articles, such teach methods as Cognitive Approach and Task-based Teaching Approach, such modes as Cooperative Learning and Participatory Teaching, and such means as combination of formative assessment with summative assessment. 关 键 词：高等学校 学院日语 基础日语教学 衔接性日语教学 分 类 号：G642[文化科学—高等教育学;文化科学—教育学] H36[语言文字—日语] ，日语论文，日语论文 |
