일본어 프레젠테이션 수업의 설계 및 실천과 학습자간 상호평가의 효과에 관한 연구

A Study on the Design and Practice of Japanese Presentation Classes and the Efficacy of Mutual Assessments among Learners

本研究は日本語プレゼンテーション授業の設計と実践、そして学習者の相互評価の有効性を立証した研究である。 日本語プレゼンテーション授業を行った結果、授業開始時に比べ学習者のプレゼンテーションが全体的に改善でき、学習者による授業の満足度は高かった。学習者は相互評価を通して、お互いの改善点を伝え合い、聞き手の視点で自分のプレゼンテーションを確認することで、より良いプレゼンテーションができるようになった。また、教師のみの評価は主観的になりやすいが、学習者の相互評価をも取り入れることで、評価の客観性を高められることが分かった。 しかし、相互評価の問題点としては、学習者自信の評価が成績につながることに負担を感じる学習者が多いこと、評価基準が十分に内在化されていないため、評価の難しさを訴える学習者が多数いることが挙げられる。相互評価を内在化するために繰り返し自身の評価基準を振り返ることが必要であろう。

In this paper, I examine the design and practice of Japanese presentation classes and demonstrate the efficacy of mutual assessments among the class participants. As a result of a Japanese presentation class, the students’ presentation abilities were generally improved, and they were satisfied with the class. Through mutual assessments, the students exchanged their feedback about their presentations, and they reflected on their own presentations from a hearer’s perspective. Also, whilst assessments relying on a teacher’s feedback tend to be subjective, the present manner of mutual assessments maintains objectivity in evaluation. Still, the mutual assessments are not without problems. To mention a few, many students feel burdened because their own assessments lead to their grades, and lack of internalized criteria for evaluation makes it hard to give consistent assessments in many cases. It is thus necessary for students to reflect on their own criteria for evaluation to internalize mutual assessments.