近年，以學習者為主體的教學改變蓬勃發展，然而在初級階段的日語 教學現場仍然維持著教師單方傳授知識，學習者被動接收知識、記憶知識 的傳統模式。究竟初始階段的語言知識習得，除了等待教師餵養之外，是 否有由學習者建構的可能性?筆者在大學共選修第二外語的初級日語課堂 中，嘗試運用布魯納的發現學習法讓學生參與語言知識的建構過程。本論 文以認識日語語音之課程主題為例，介紹了這項教學實踐的具體內容和課 程的進行方式，並且藉由學生於課後繳交的學習反饋探討學生對此教學實 驗的接受狀況。探討結果得知，對於這次嶄新的學習方式雖有少數學生表 達了困惑或挫折，但多數的學生皆持正面肯定的態度。此外，在教學實踐 前後測的對比分析可知，學生在教學實踐實施後針對日語語音的知識和辨 別語音的技能上皆有所提升。本教學實踐嘗試將學習的趣味拉回到學習的 本質面，讓學生在課堂上經驗發現知識的樂趣，相信這在 IT 技術飛速進展、 語言學習資源和媒材繽紛多元的今日，提供了另一種完全不同的課堂風景。
In recent years, the shift toward learner-centered teaching has flourished. However, in the beginning Japanese course, the traditional mode of teachers uni- laterally imparting knowledge and learners passively receiving and memorizing knowledge is still maintained. The question remains: In the initial stage of language knowledge acquisition, is there a possibility for knowledge to be constructed by the learner? The author used Bruner’s Discovery Learning method to let students par- ticipate in the process of language knowledge construction in a beginning Japanese class in a university where a second foreign language was chosen as an elective. This paper introduces the specific content of this teaching practice and how the course is carried out, and explores the students’ acceptance of this teaching experiment based on the learning feedback they submitted after each class meeting. The results of the discussion show that although a few students expressed confusion or frustration about this new learning method, most of them held a positive attitude. In addition, the comparative analysis of the pre-test and post-test shows that students’ knowl- edge of Japanese phonetics and skills of phonetic recognition have improved upon completing this course. The Discovery Learning method attempts to make the fun of knowledge an essential aspect of learning. It demonstrates how today’s rapid de-velopment of IT technology and diverse language learning resources and media can create a completely different classroom landscape.