新时代专业日语初级阶段教学已迭代为线下线上结合模式,线上平台习得活动的反馈效果不够全面,语言知识分项测试依然是教师最为主要的习得效果反馈方式。初级阶段的有效教学体现在教师对学习者的二语习得惯习的培养、知识点的有效输入上,即学习者的习得状态才是课堂有效与否的重要标识。多维度的持续日测可为师生间在教学方法、习得路径上的交互关联提供数据性支撑,辅助师生联通互动,形成一个相对理想稳定的习得环境。本文整合学习者语言能力输出情况和问卷调查情况,关注学习者对语言习得新情境的适应情况和感受情况,深入探讨在“线上+”模式下如何获得专业日语初学者的个体认知情况以及怎样在教学设计中对其加以关注。

In the new era, elementary-level professional Japanese teaching has transitioned into a blend of offline and online models. However, the feedback mechanisms of learning activities on online platforms remain insufficiently comprehensive, making language knowledge subtests the primary method for teachers to assess learning outcomes. Effective teaching at the elementary stage is reflected in the teacher’s ability to cultivate second language acquisition habits and provide meaningful input of knowledge; in other words, learners’ acquisition progress serves as a key indicator of classroom effectiveness. Multidimensional daily assessments offer valuable data for understanding the interaction between teaching methods and learning pathways, helping to foster a balanced and stable learning environment through teacher-student interaction. This paper combines learners’ language proficiency outputs with questionnaire results, focusing on their adaptation to and perceptions of new language acquisition contexts. It also explores how to assess the cognitive development of beginner-level Japanese learners under the “online+” model, and how these insights should inform teaching design.