Developing CAI materials for education of Nikkei children residing in Japan

据说，日本小学和中学的巴西裔日本儿童正在经历学习困难。在本研究项目中，假设如果给这些孩子提供已被证明能极大地提高日语学校儿童的理解和成绩的母语版本的计算机辅助教学软件，这些儿童将从该计算机辅助教学软件中受益。该项目按如下顺序进行：1)将原始的日语算术教学软件翻译成三种语言(英语、葡萄牙语(巴西)和西班牙语)。这些教材都是用这些语言和日语制作的(称为“翻译版”)。2)对几个不同语言背景的儿童进行了翻译实验，并对其进行了必要的修改。3)爱知县丰田市A学校的35名儿童接受了翻译版本的学习。以下是研究结果。I)班主任老师报告说，当…巴西裔日本孩子更多地使用原始的计算机辅助教学软件(日语)，他们对材料表现出类似的积极态度，并像其他日本同学一样非常积极地工作，尽管完成材料需要的时间要长得多。2)当巴西裔日裔儿童被要求使用翻译版本(巴西语和日语)时，a)所有一年级和二年级学生都拒绝学习，b)三年级和四年级学生没有拒绝，而是非常不情愿地学习，c)两名在巴西学习到四年级的五年级学生中，一名对该课件表现出极大的兴趣并自愿学习，另一名则不情愿地学习。在日常生活中，他们大多使用日语。然而，由于他们的双语家庭背景，他们的日语不太流利。此外，他们的在家学习模式，包括成人支持，似乎不同于普通的日本家庭。这两点被认为是造成巴西裔日本儿童学习困难的原因。较少

Brazilian-Japanese children in Japanese elementary and secondary schools are said to be experiencing learning difficulty. In the present research project it was hypothesized that these children would benefit from the CAI courseware if they were given the mother language version of the CAI courseware that have proved to greatly increase Japanese school children's understanding and achievement.The project was carried out in the following sequence : 1)The original Japanese arithmetic courseware was translated into three languages(English, Portuguese(Brazilian), and Spanish) by native speakers. The courseware materials were made in each of these languages along with Japanese (referred to as 'translated version'). 2)The translated version was tried with a few children with each language background to make necessary revision. 3)35 children at School A in Toyoda, Aichi were given the translated version to study with it.The following are the finding. i)The homeroom teachers reported that when … More the Brazilian - Japanese children worked with the original CAI courseware(in Japanese), they showed the similar positire attitude toward the material and worked very actively just as other Japanese classmates, even though it took much longer to work through the material. ii)When the Brazilian - Japanese children were made to work with the translated version (in Brazilian and Japanese), a) all the first and second graders rejected it and did not study, b) the third and fourth graders did not reject but worked very reluctantly, and c) one of the two fifth graders who had studied in Brazil up to the fourth grade showed much interest in the courseware and worked willingly, while the other worked reluctantly.All Brazilian - Japanese children except one were not competent in Brazilian. In their daily life they mostly use Japanese. However, due to their bilingual family background, they lack fluency in Japanese. Also, their home - study patterns including adult support seem to be different from ordinary Japanese families. These two are considered to be the cause of learning difficulty of Brazilian - Japanese children. Less