A comparative study on the relationship between integrated learning and new educational media in Japanese and Germany

本研究旨在探讨互联网与多媒体在日本与德国整合学习课程关系中的应用。我们有两个项目。一种是观察并记录综合学习课，并采访一位课堂教师询问课程。二是调查儿童对某一媒介行为的态度，调查其媒介行为背后的心理因素。通过课程研究和课堂观察，研究发现：(1)情境性(项目的内容和目的与学生真实的社会体验有关)，(2)需求驱动(存在协作处理问题的动机)，(3)跨学科(需要跨学科的复杂主题，“网络”思维)，(4)集体实现(复杂主题需要分布来解决问题)，(3)跨学科(需要跨学科的“网络”思维)，(4)集体实现(复杂主题需要分布解决问题的动机)；除了对主题的知识以外，(1)社会和情感能力应得到加强)；(5)教与学过程的自我组织(学生自己负责目标、项目的规划和实施)；(6)学习改变的场所(不仅在学校，而且在社会环境中)；(7)产品导向(展示项目成果)。通过对媒介行为的研究，列举了书籍、报纸、漫画、电视、电影、人际交往和计算机，并对它们的功能进行了探讨。我们发现，计算机反映的是社会交往和信息行为，人的交往反映的是心理问题，读书反映的是创造力。研究发现，整合学习受到用户媒介行为的影响。

The purpose of this study is to discuss the usage of internet and multi-media in the relation of a curriculum of an integrated learning between Japan and Germany. We have two projects. One is to observe the integrated learning class and record it and to interview a classroom teacher to ask the curriculum. Other is to search the attitude of children toward a media behaviors and investigate the psychological factor behind their media behavior. Through curriculum research and classroom observation, for the media usage to integrated learning, it was found that following point was important : (1) situatedness (content and aims of the project are related to students' real social experience), (2) needs driven (motivation for a collaborative treatment of the matter in question exists), (3) interdisciplinarity (complex topic requiring interdisciplinary, "networked" thinking), (4) collective realization (complex topic requires distribution of for problem solving; besides knowledge of subject matter social and emotional capabilities should be enhanced), (5) self organization of the teaching and learning process (students themselves are in charge of aims, planning and conducting of the project), (6) places of learning change (not only at school, but also in the social environment), (7) product orientation (presenting the results of the project). Through a media behavior research, we list a book, news paper, comic, tv, movie, human communication and computer and asked their function. We found that computer reflect the social communication and information behavior and human communication reflect the psychological Problem, book reading reflect creativity. It was found integrated learning was effected by the users media behavior.