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A Research on the Attitude Changes of the Teacher-trainees and the Learners in Japanese Language Teaching Practice

日语教学实践中师范生和学习者态度转变研究

基本信息

批准号：
09680294
负责人：
SAITA Izumi
金额：
$ 2.3万
依托单位：
Tohoku University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

项目摘要

The research purpose is to investigate how the experience in teaching or learning in the Japanese language lessons held by the teacher-trainees invites the attitude changes of teacher trainees and the learners.As for the teacher-trainees, undergraduate level and the graduate level subjects were examined. The data were collected by using questionnaires and the Personal Attitude Construct Analysis Method developed by Naito (1997).For the purpose of comparison, one young professional teacher with three year teaching experience was also investigated.The undergraduate level changed their images on the Japanese language lessons from the very vague one to the concrete one. Just before the teaching practice starts, they showed little involvement in images. Most of the images described seemed as if quoted from a methodology book, After the teaching experiences, they became quite subjective. Their comments were full of what they did or did not, what they should have done and how they felt. Very few comments on the learners were obtained.The graduate level subjects, who happened to have one year professional teaching experience, showed that they had their own policies when entering in a language classroom. This is one of the big difference between undergraduate and graduate trainees. However, the class images that the graduate ones had were also consisted of various factors that had to do with themselves, not with learners.In contrast, the professional teacher showed quite different class images by referring to how the learning ingeneral would be taken place, how the language learners might feel about learning, and how a teacher can help them to get rid of the frustration.In conclusion, two levels of trainees are regarded to be in the same stage in the process of attitude structure change which is supposed to be triggered by the amount of teaching experiences.

本研究旨在探讨受训教师在日语课堂上的教学经验如何影响受训教师与学生的学习态度。本研究采用问卷调查法和Naito(1997)提出的个人态度结构分析方法收集数据，并对一位有三年教学经验的年轻专业教师进行了调查，结果发现，本科阶段的学生对日语课程的印象从模糊变为具体。就在教学练习开始之前，他们几乎没有表现出对图像的参与。所描述的大多数图像似乎是从一本方法论书中引用的，在教学经验之后，它们变得相当主观。他们的评论充满了他们做了什么或没有做什么，他们应该做什么，以及他们的感受。关于学习者的评论很少。研究生水平的受试者恰好有一年的专业教学经验，这表明他们进入语言课堂时有自己的政策。这是本科生和研究生实习生的最大区别之一。然而，研究生的课堂形象也是由与自己有关的各种因素构成的，而不是与学习者有关的。相反，专业教师表现出了截然不同的课堂形象，涉及学习的一般方式，语言学习者对学习的感受，以及教师如何帮助他们摆脱挫折。综上所述，两个层次的学员被认为处于同一阶段，态度结构的变化应该是由教学经历的数量引发的。