The Development of elementary Japanese reading materials related to geography of Japan by making use of Multimedia

我开发了与日本地理有关的电脑化初级日语阅读材料。这些材料的目的是为日本学习者准备阅读用日语写的技术书籍，并最终在日本大学作为本科生或研究生学习。这些材料使用了在初级阶段学习过的模式，旨在提高学习者阅读高技术材料的能力。本教材是为了满足初级学习者对更多技术性阅读材料的需求而设计的，可以帮助弥合初级教材强调对话与中级教材强调阅读之间的差距。由于可以使用的词汇和模式的限制，有一种倾向是关注初级水平的日常主题。虽然这对于像历史和政治这样的抽象学科来说可能是正确的，但是现在的教材，以地理为重点，通过使用像地图、图表和图片这样的视觉材料来帮助文本理解，从而超越了这个问题。本教材适用于已完成90学时初级日语学习的日语学习者。这些自学材料采用多媒体，包括：1)主要文本；2)视觉信息，以帮助文本理解；3)字典，其中包含超过初级水平的词汇，以扩大内容；4)发音信息，以帮助有困难的学生阅读汉字。在编写这些教材的过程中，我收集了国外的地理教材，将其翻译成日语，并分析了学习者已经掌握了哪些关于日本的知识。通过对这些教科书内容的分析，可以发现他们对日本的认识在某些方面与日本出版的教科书中的描述和日本人的认识有所不同。调查还发现，他们对经济高速增长的原因很感兴趣。考虑到这些，我选择了材料的项目。少

I developed computerized elementary Japanese reading materials related to the geography of Japan. The goal of these materials is to prepare Japanese learners to read technical books written In Japanese and ultimately study as an undergraduate or graduate student at a Japanese university. These materials use patterns studied at the elementary level and aim to raise learners' ability to read highly technical materials.The present materials were created to meet the need of elementary learners for more technical reading materials than can help bridge the gap between elementary textbooks which emphasize conversation and intermediate level textbooks with emphasize reading. There is a tendency to focus on everyday topics at the elementary level due to limitations on the vocabulary and patterns that can be used. Although this may be true with abstract subjects such as history and politics, the present materials, which focus on geography, get beyond this problem by using visual materials such a … More s maps, graphs, and pictures to aid text comprehension. The present materials can be used by Japanese learners who have completed 90 hours of study elementary Japanese.These self-study materials employ multimedia and consist of 1) the main text, 2) visual information to aid text comprehension, 3) a dictionary which contains vocabulary beyond the elementary level in order to broaden the content, and 4) information about pronunciation for students who have difficulty reading characters.In developing these teaching materials, I collected foreign textbooks of geography, translated them into Japanese, and analyzed what kind of knowledge about Japan the learners had already acquired. As a result of the analysis of the contents of these textbooks, it was found that they had a different understanding of Japan in some points from the description in the textbooks published in Japan and the Japanese people's understanding. It was also found that they were interested in the reason for the high economic growth. Taking these into consideration, I selected the items for the materials. Less