Theoretical and Practical Research on the Development of an Education for International Understanding Model, Particularly for the Education of Returning Overseas Japanese Children and Non-Japanese Children in Japan

为了掌握在静冈县的公立中小学就读的外国留学生的现状，以及他们对在同一教室就读的日本留学生的国际理解教育的影响，我们进行了调查。主要的信息收集工具是旨在收集有用信息的调查表。调查问卷是在1996年和1997年分别向静冈县有非日本学生入学的公立小学和类似初中的所有家长和教师发送的。问卷调查的问题从班主任对非日本学生的看法到非日本家长的要求和意见。他们还询问了非日本学生的意见。日本学生被问及他们对非日本学生在同一个教室学习的影响的看法。通过这项研究，我们发现了几个要点。其中：1.）非日本学生的教育结构是不一致和灵活的，取决于每个学校的情况。2.）在非日本学生的教学、非日本父母的经济状况、与适应和生活在不同文化有关的问题以及非日本父母和学生普遍缺乏日语能力等方面存在一些问题。3.）第三章大约20%到40%的非日本学生仍然在日本学校感到不舒服，或者觉得他们只是不适合与其他日本学生。4)日本学生对非日本学生的存在并不感到好奇，但从国际理解教育的角度来看，学校应该充分利用非日本学生作为不同文化大使的存在。

We carried out research to grasp the current situation of non-Japanese students studying in public elementary and junior high schools in Shizuoka Prefecture, as well as the effect of such students on the Japanese students studying in the same classrooms as part of their education for international understanding. The main information-gathering tool was a questionnaire designed to gather useful information. The questionnaires were sent to all parents and teachers in public elementary schools in Shizuoka Prefecture with non-Japanese students enrolled in 1996 and similar junior high schools in 1997. The questionnaires asked questions ranging from the homeroom teacher's opinions of the non-Japanese students to the non-Japanese parents' requests and opinions. They also asked the non-Japanese students their opinions. Japanese students were asked their opinions on the effects of having non-Japanese students studying in the same classroom.Through this research we discovered several main points. Among them : 1.) The structure of the education of non-Japanese students was inconsistent and flexible, depending on each individual school's situation. 2.) There were some problems relating to the teaching of non-Japanese students, the non-Japanese parents' financial situations, problems associated with adapting to and living in a different culture, and with a general lack of Japanese language ability of both the non-Japanese parents and students. 3.) About 20-40 percent of the non-Japanese students still did not feel comfortable in Japanese schools or felt that they just didn't fit in with the other Japanese students. 4) Japanese students really weren't overly curious about the presence of the non-Japanese students in their classes, but from the view of education for international understanding the schools should take full advantage of non-Japanese students' presence as ambassadors of a different culture.