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Kanji Learning Activity in Japanese Language Learning as Foreign Language

日语学习中的汉字学习活动

基本信息

批准号：
12680294
负责人：
KOBAYASHI Yoshiko
金额：
$ 1.86万
依托单位：
HOKKAIDO UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2002
项目状态：
已结题

项目摘要

This study is aimed at I) to analyze kanji learning activity descriptively and 2) to contribute to support for kanji learning. Kanji learning is old issue in Japanese teaching as foreign language (JFL) but there is few finding about what kind of learning activity is needed and how are kind of learning activities. The present issues of kanji learning study in JFL are I) bow to bridge from kanji activity design and cognitive science 2) strategy researches of students are there but of teachers is not, and 3) there is no analysis of kanji learning activity. This study emphasize deducting appropriate kanji learning activity from finding in cognitive science, researching how teachers who support kanji learning think about kanji learning activity consciously and unconsciously and comparing finding from cognitive science and teachers research Qualitative analysis (grounded theory approach) adopted because there is no date of teachers for quantitive analysis and data as basement is needed Cognitive research brings finding that necessary kanji learning activities are deferent from kanji area student and non-kanji area student. Learning study and metacoginitive study bring findings how to design kanji learning activity. Qualitative analysis of teachers show deferent categories of kanji learning activity by resource. But in any date resource of teachers approach to kanji learning activity from the bottom and there is few top-down (goal oriented) view. From the viewpoint of metacognision. activities should be oriented by goal. Goal oriented view is needed. And various categories are needed for quantitive analysis because interview date of teachers is only partial data of kanji learning learning activity.

本研究的目的是：1)对汉字学习活动进行描述性分析；2)为汉字学习提供支持。汉字学习是日语教学中的一个老问题，但关于需要什么样的学习活动和怎样的学习活动却鲜有定论。目前JFL汉字学习研究中存在的问题是：1)汉字活动设计与认知科学的交叉；2)学生有策略研究而教师无策略研究；3)汉字学习活动缺乏分析。本研究强调从认知科学的发现中扣除适当的汉字学习活动，研究支持汉字学习的教师是如何有意识和无意识地思考汉字学习活动的，并比较认知科学的发现和教师研究的定性分析(扎根理论方法)，因为没有教师的数据进行量化分析，需要数据作为基础。认知研究发现，汉字学习所必需的活动在汉字地区学生和非汉字地区学生是不同的。学习研究和元认知研究带来了如何设计汉字学习活动的发现。对教师的定性分析表明，不同资源的汉字学习活动具有不同的类别。但在任何时候，教师资源都是自下而上地对待汉字学习活动，很少有自上而下(目标导向)的观点。从元认知的角度来看。活动应该以目标为导向。需要以目标为导向的观点。由于教师访谈数据只是汉字学习活动的部分数据，因此需要对不同的类别进行量化分析。