Development of on-line educational materials for fundamental subjects of engineering for non-native Japanese speaking students

本研究的目的是为非日语为母语的学生开发工程基础科目的线上教材。这是通过以下调查进行的。日本高中数学教科书中词汇和表达的调查。(1)列出《微分》、《数学二》和《数学三》教材中出现的数学词汇和表达式。完整的列表总共包含3367个词汇、搭配、句型和话语模式。(2)将列表中的日语表达翻译成汉语和韩语。(3)对比这些翻译，以分析三种语言之间的差异和非日语母语者的困难。中国学生数学解题能力调查。本研究进行了两项研究：1)研究中国学生计算微分问题的解中发现的日语表达；2)研究日本语言能力、数学能力和中国学生理解和解决数学问题之间的关系。在研究1)中，发现日语水平低的学生只使用“名词WA名词”结构和一些基本连词。此外，在没有模型的情况下，无论是日语水平高还是低的学生都很难使用日语表达来命名和替换。在研究2)中，我们发现日语水平较低但有足够数学背景的学生可以解决用日语写的数学问题。研究还发现，要解决这类数学问题，日语水平必须达到日语水平考试的二级。

The purpose of this study is the development of on-line educational materials of fundamental subjects of engineering for students who are non-native speakers of Japanese. This was pursued through the following investigations.1. Investigation of vocabulary and expressions found in mathematics textbooks used in Japanese high schools.(1) Listing mathematical vocabulary and expressions found in the textbooks Differential, in Mathematics II, and Mathematics III. The complete list contains a total of 3367 vocabulary items, collocations, sentence patterns, and discourse patterns.(2) Translating the Japanese expressions in this list into Chinese and Korean.(3) Contrasting these translations in order to analyze differences among the three languages and difficulties for non-native speakers of Japanese.2. Investigation of mathematic problem solving by Chinese students.Two studies were conducted : 1) a study of Japanese expressions found in the solutions of differential problems calculated by Chinese students and 2) a study of the relations among Japanese language ability, mathematical ability, and the understanding and solving of mathematic problems by Chinese students. In study 1), it was found that low Japanese proficiency students use only a "noun WA noun" structure and some basic conjunctions. It was also found that it is difficult for both low and high Japanese proficiency students to use Japanese expressions for naming and replacement in the absence of a model. In study 2), it was found that students with low Japanese proficiency but an adequate background in mathematics can solve mathematical problems written in Japanese. It was also found that Japanese proficiency equivalent to grade 2 of the Japanese proficiency test is necessary for solving such mathematical.problems.