A Study of Multicultural Classes in Japan : A Report of Case Studies of Experimental Classes at Five Japanese Universities.

日本多元文化课堂研究：日本五所大学实验课堂案例研究报告。

• 批准号: 09680297
• 负责人: TSUCHIYA Chihiro
• 金额: $ 2.37万
• 依托单位: AICHI PREFECTURAL UNIVERSITY (1999)Niigata University (1997-1998)
• 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 1999
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09680297/
• 关键词: multicultural classes; education for intercultural understanding; communication education; group activities; SCS; joint workshops; interactive activities among universities; 'Nihonjijo'; 大学間交流; 合宿; 意識変化

In our definition, 'Tabunka Kurasu' or a Multicultural Class in Japanese universities is a course where students with various cultural backgrounds meet regularly, exchange ideas, and become aware of cultural diversity and appreciate it. Tabunka Kurasu, which first started as a Nihonjijo course to educate only foreign students, gradually opened its doors to Japanese students, widely believed to be a mono-cultural population. The recent change of admission policies of Japanese universities has brought the formerly neglected students, such as returnees from overseas and working students into Nihonjijo courses, which made us realize that the traditional dichotomy or Ryugakusei (foreign students) versus Nihonjin-gakusei (Japanese students) could not explain the dynamic process of interaction that was taking place across the Nihonjijo courses.There were two research domains in our study :1. Individual Tabunka KurasuThe emphasis of Tabunka Kurasu was empirical learning rather than knowledge o … More riented, where students gain awareness though group activities, debates and discussions, which are multi-lateral interactions rather than mono-lateral lectures. The study shows that after participating in these activities, students can have a more concrete image of essential factors of 'multiculturalness'.2. Inter-university activitiesThe inter-university activities includeda) exchanging the products that each Tabunka Kurasu worked on and the comments on the products ;b) SCS meeting ;c) Joint workshop, which made the students feel more comfortable and confident about interacting with people from different cultural backgrounds.This shows that inter-university activities have possibilities to improve the students' communication skills.Beside the above mentioned points, we have found that students in Tabunka Kurasu can be active in the community where they reside. Such is the case in Niigata University Tabunka Kurasu students.Another aspect found in our project is that faculty development is important in organizing a Tabunka Kurasu. Less

在我们的定义中，“Tabunka Kurasu”或日本大学的多元文化班级是一门课程，其中具有不同文化背景的学生定期会面，交流想法，并意识到文化多样性并欣赏它。 Tabunka Kurasu 最初是专门为外国学生提供日本寺院课程，后来逐渐向日本学生敞开了大门，人们普遍认为日本学生是单一文化群体。最近日本大学招生政策的变化，将以前被忽视的学生，如海归和打工学生引入了日本寺院课程，这让我们意识到传统的二分法或龙学生（外国学生）与日本人学生（日本学生）无法解释日本寺院课程中发生的动态互动过程。我们的研究有两个研究领域 ：1。个人Tabunka KurasuTabunka Kurasu强调的是经验学习而不是知识导向，学生通过小组活动、辩论和讨论来获得认识，这是多边互动而不是单边讲授。研究表明，参加这些活动后，学生可以对“多元文化”的要素有更具体的认识。2．校际活动校际活动包括a）交流每个Tabunka Kurasu所做的产品以及对产品的评论；b）SCS会议；c）联合研讨会，这让学生在与不同文化背景的人互动时感到更加自在和自信。这表明校际活动有可能提高学生的沟通能力。除了上述几点之外，我们发现Tabunka Kurasu的学生 可以在他们居住的社区中活跃。新泻大学 Tabunka Kurasu 学生的情况就是如此。我们项目中发现的另一个方面是，教师发展对于组织 Tabunka Kurasu 非常重要。较少的

项目成果

MIYAMOTO, R: "Nihonjijo as an Orientation Program : A Case Study of Multi-method Classes"Bulletin of the Center for Educational Research Practice Faculty of Education and Human Studies Akita University. 21. 63-71 (1999)

宫本 R：“日本寺院作为迎新计划：多方法课程的案例研究”秋田大学教育与人文研究学院教育研究实践中心公告。

MIYAMOTO, R.: "Scales to Measure Multi-cultural Communication Competence"Bulletin of the Center for Educational Research Practice Faculty of Education and Human Studies Akita University. 22 (in print).

宫本 R.：“衡量多元文化沟通能力的量表”秋田大学教育与人文研究学院教育研究实践中心公告。

MIYAMOTO, R.: "A Study of Scales to Measure Multi-cultural Communication Competence : an analysis of questionnaire taken at a multi-university joint workshop."The 4th International Symposium on Japanese Language Education and Japanese Studies. (Handouts o

宫本 R.：“衡量多元文化交流能力的量表研究：对多所大学联合研讨会上采取的问卷进行分析。”第四届日本语言教育和日本研究国际研讨会。

TOKUI, a.: "How has the meaning of communication changed through multicultural group activities?"The 4th International Symposium on Japanese Language Education and Japanese Studies. (Handouts of Papers). 129-133 (1999)

TOKUI, a.：“通过多元文化团体活动，交流的意义发生了怎样的变化？”第四届日语教育和日本研究国际研讨会。

USAMI,Y.: "The Implication of Collaborative Project for Native and No-native Students in "Nihonjijo" Courses : Emphasizing Interactive Learning."1st Workshop of the Society for Teaching Japanese as a Foreign Language. (to be held). (2000)

USAMI,Y.：“《Nihonjijo》课程中母语和非母语学生合作项目的意义：强调互动学习。”日语作为外语教学协会第一届研讨会。