CAJ | 학술논문

我国大学日语专业高年级的“日语综合课程”[1]的教学目标与教学内容、考试的契合度普遍存有矛盾。大学日语专业一般都从零起点开始，这意味着即便是高年级学生的日语能力也很有限；而全国高校的大量扩招、社会形式的巨大变化以及教师本身的教育教学水平等因素又给日语教学质量的确保带来了诸多困难。唯有正视这些问题，切合实际地将日语知识技能和阅读理解两方面能力的综合培养作为该课程的教学目标，以此开展教学，才是合情合理、可行的。作为检验教学水平的考试也应适中，阅读理解的考题不宜过多、过难。
아국대학일어전업고년급적“일어종합과정”[1]적교학목표여교학내용、고시적계합도보편존유모순。대학일어전업일반도종령기점개시，저의미착즉편시고년급학생적일어능력야흔유한；이전국고교적대량확초、사회형식적거대변화이급교사본신적교육교학수평등인소우급일어교학질량적학보대래료제다곤난。유유정시저사문제，절합실제지장일어지식기능화열독리해량방면능력적종합배양작위해과정적교학목표，이차개전교학，재시합정합리、가행적。작위검험교학수평적고시야응괄중，열독리해적고제불의과다、과난。
The paper examines the instructional objectives, the teaching content and the suitability of test questions in the Japanese Integrated Course and finds that contradictions are widespread. Students who major in Japanese begin their studies with no previous knowledge of the language in their first year in universities, which means that even senior students can rarely achieve a high level of competence in Japanese. In addition, the expansion of enrollment at colleges, the profound changes in society, the teaching level of teachers and other factors all present difficulties for the teaching of Japanese language. We must face these problems and consider the development of Japanese linguistic knowledge and reading comprehension as the instructional objectives, which is more reasonable and feasible. Therefore, the difficulties of the examination should be moderate, which means that there should not be too many questions, nor should they be too difficult, on reading comprehension tests.