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The Application of Telecollaboration Principles Japanese Teacher Training

远程协作原则的应用日语教师培训

基本信息

批准号：
13680360
负责人：
TSUCHIYA Chihiro
金额：
$ 2.18万
依托单位：
Aichi Prefectural University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

项目摘要

This report concludes the final part of a three-year qualitative study investigating the cultural and personal benefits accrued by Japanese language teachers and non-native Japanese students learning Japanese at a local community center in Japan. A common phenomenon that occurs when individuals of a particular culture increase in number and reside close to one another in a foreign country is that necessity of the local language diminishes in value. However, the role of language classes main may play an important role as a focal point for cross-cultural development and understanding.This study consisted of volunteer Japanese instructors and a group of non-Japanese speakers, mainly Brazilians, whose work conditions and daily life did not require extensive Japanese language proficiency. The instructors were the essential facilitators and required a high level of Japanese communication skills to promote interactive multicultural awareness between all participants. It was essential that the teacher-volunteers be good communicators, understand the learners, have creative that consisted of three main tasks. The students were required to send their class assignments by e-mail, the teacher trainers in turn sent students feedback, and finally, the teacher trainers brought student comments to class and used these as the basis of conversation. The main goal of these activites was to increase the ability of creative human relations and develop effective group effective group dynamics that fostered the reassessment of educational values and personal learning styles.

本报告是一项为期三年的定性研究的最后一部分，该研究调查了在日本当地社区中心学习日语的日语教师和非日本母语学生所产生的文化和个人利益。当一种特定文化的人在外国数量增加并且彼此居住得很近时，就会出现一种普遍现象，即当地语言的必要性降低了。然而，作为跨文化发展和理解的焦点，语言课堂的主要作用可能发挥重要作用。这项研究包括志愿日语教师和一组非日语人士，主要是巴西人，他们的工作条件和日常生活不需要广泛的日语能力。教官是必不可少的促进者，要求具有高水平的日语沟通技巧，以促进所有参与者之间的互动多元文化意识。教师志愿者必须具备良好的沟通能力，理解学习者，具有创造性，这包括三个主要任务。学生们被要求通过电子邮件发送他们的课堂作业，培训教师依次向学生发送反馈，最后，培训教师将学生的评论带到课堂上，并将这些评论作为对话的基础。这些活动的主要目标是提高创造性人际关系的能力，发展有效的群体动态，促进对教育价值和个人学习方式的重新评估。