An Analysis of Japanese Teaching Behavior and Learning Processes in Differnt Cultural Areas and its Optimization of Teaching Materilals.

不同文化区域日语教学行为、学习过程分析及其教材优化。

• 批准号: 05044002
• 负责人: NISHIMURA Yoshimi
• 金额: $ 3.84万
• 依托单位: University of Tsukuba
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for international Scientific Research
• 财政年份: 1993
• 资助国家: 日本
• 起止时间: 1993 至 1994
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-05044002/
• 关键词: Culutural Dependency; Independency; Cognitive and Emotional Process; Stimulate-recall Procedure; Decision Making Process; Optimization of Classroom Instruction; Enculturation; 意思決定過程; 教材の最適化; 文化的要因

The cultural distance between Japan and foreign countries is considerable, and consequently problems arise due to insufficient understanding of areas such as students' cognitive and emotional processes during Japanese language classroom instruction. A better understanding of students' cognition and teachers' decision making process are needed.The purpose of this research is to clarify the cultural factors and to describe the model of Japanese teaching and learning process. The methodologies adopted this research is stimulate-recall procedure and questionnaires.The following results are known in consequence of classifying and comparing student' strategies during Japanese language classroom instruction.(1) Students with high academic achievement use many strategies to learn Japanese, but students with low academic achievement use few ones.(2) The learning strategies which students used during classroom instruction were complicated and continuous.(3) The cultural difference is shown using of learning strategies.(4) The cues gathered from the students were useful in planning future lessons and improving the lesson plan.(5) For non-Kanji group learners do not have optimistic views on their potential in reading and writing Japanese. However, many of the learners have self-confidence in studying Kanji by themselves.

日本与外国的文化距离很大，因此在日语课堂教学中，由于对学生的认知和情感过程等方面的了解不足而产生了问题。需要更好地了解学生的认知和教师的决策过程。本研究的目的是澄清文化因素，描述日语教与学的过程模式。本研究采用刺激-回忆程序和问卷调查相结合的方法，对学生在日语课堂教学中的学习策略进行分类比较，得出以下结论：(1)学业成绩高的学生学习日语的策略较多，而学业成绩较低的学生使用的策略较少。(2)学生在课堂教学中使用的学习策略是复杂而连续的。(3)学习策略的使用表现出文化差异。(4)从学生那里收集到的线索对未来的课程计划和改进教案是有用的。(5)对于非汉字小组学习者来说，他们在读写日语方面的潜力并不乐观。然而，许多学习者对自己学习汉字有信心。

项目成果

畑佐由紀子: "米国中世部のカリキュラムにおける第2言語教材の適応性" 「日本語教育における文化と科学を考える」予稿集. 21-25 (1994)

畑由纪子：《第二语言教材在美国中世纪课程中的适用性》《日语教育中文化与科学的思考》论文集21-25（1994）

清水百合: "漢字学習における問題意識について(2)" 筑波大学留学生センター日本語教育論集. 10. 29-40 (1993)

清水由里：《关于学习汉字时的认识问题（2）》筑波大学留学生中心日语教育文集（1993年）。

當作靖彦: "海外のでの日本語教育における文化の役割" 「日本語教育における文化と科学を考える」予稿集. 26-29 (1994)

东作康彦：“文化在海外日语教育中的作用”《日语教育中的文化与科学思考》论文集26-29（1994）

NAOI,Eriko: "Using Situational Functional Japanese -the case of Nuevo Leon State University-" Rethinking of Science & Culture in Japanese Language Teaching. 8-11 (1994)

NAOI、Eriko：“使用情境功能日语——以新莱昂州立大学为例——”科学的反思

西村よしみ: "初級日本語教育における学習者の認知過程" 日本科学教育学会第17回年会論文集. No.17. 289-290 (1993)

Yoshimi Nishimura：“基础日语教育中学习者的认知过程”日本科学教育学会第 17 届年会论文集，第 17. 289-290 号（1993 年）。