Developing CAI materials for education of Nikkei children residing in Japan

据说日本中小学的巴西裔日本儿童遇到了学习困难。在本研究项目中，假设这些儿童如果得到母语版的CAI课件，他们将受益于CAI课件，这些CAI课件已被证明大大提高了日本学龄儿童的理解力和成就。1）由母语人士翻译成三种语言（英语、葡萄牙语（巴西）和西班牙语）的原始日语算术课件。课件材料是用这些语言中的每一种沿着日语制作的（称为“翻译版本”）。2)翻译后的版本与几个孩子的每种语言背景进行了尝试，以作出必要的修改。3)35爱知县丰田市A学校的孩子们得到了翻译后的版本来学习。2以下是调查结果。（一）班主任报告说，当 ...更多信息 巴西-日本的孩子们用原版的CAI课件（日语）学习，他们表现出了和其他日本同学一样的积极态度和积极的学习态度，尽管他们花了更长的时间来学习材料。（二）当巴西-日本儿童被迫与翻译版本一起工作时（巴西语和日语），a）所有一年级和二年级的学生都拒绝了，没有学习，B）三年级和四年级的学生没有拒绝，但工作非常不情愿，和c）两个在巴西学习到四年级的五年级学生中的一个对课件表现出很大的兴趣，并愿意工作，而另一个则勉强地工作。除了一个人之外，所有的巴西-日本儿童都不能说巴西语。在日常生活中，他们大多使用日语。然而，由于他们的双语家庭背景，他们缺乏流利的日语。此外，他们的家庭学习模式，包括成人的支持，似乎是不同于普通的日本家庭.这两个被认为是巴西-日本儿童学习困难的原因。少

Brazilian-Japanese children in Japanese elementary and secondary schools are said to be experiencing learning difficulty. In the present research project it was hypothesized that these children would benefit from the CAI courseware if they were given the mother language version of the CAI courseware that have proved to greatly increase Japanese school children's understanding and achievement.The project was carried out in the following sequence : 1)The original Japanese arithmetic courseware was translated into three languages(English, Portuguese(Brazilian), and Spanish) by native speakers. The courseware materials were made in each of these languages along with Japanese (referred to as 'translated version'). 2)The translated version was tried with a few children with each language background to make necessary revision. 3)35 children at School A in Toyoda, Aichi were given the translated version to study with it.The following are the finding. i)The homeroom teachers reported that when … More the Brazilian - Japanese children worked with the original CAI courseware(in Japanese), they showed the similar positire attitude toward the material and worked very actively just as other Japanese classmates, even though it took much longer to work through the material. ii)When the Brazilian - Japanese children were made to work with the translated version (in Brazilian and Japanese), a) all the first and second graders rejected it and did not study, b) the third and fourth graders did not reject but worked very reluctantly, and c) one of the two fifth graders who had studied in Brazil up to the fourth grade showed much interest in the courseware and worked willingly, while the other worked reluctantly.All Brazilian - Japanese children except one were not competent in Brazilian. In their daily life they mostly use Japanese. However, due to their bilingual family background, they lack fluency in Japanese. Also, their home - study patterns including adult support seem to be different from ordinary Japanese families. These two are considered to be the cause of learning difficulty of Brazilian - Japanese children. Less