Theoretical and Practical Research on the Development of an Education for International Understanding Model, Particularly for the Education of Returning Overseas Japanese Children and Non-Japanese Children in Japan

为了掌握静冈县公立小学和初中的非日本学生的学习现状，以及作为国际理解教育的一部分，这些学生对在同一教室学习的日本学生的影响，我们进行了研究。主要的信息收集工具是一份旨在收集有用信息的调查表。问卷发给静冈县公立小学的所有家长和教师，其中非日本学生在1996年入学，类似的初中在1997年入学。问卷询问了从班主任对非日语学生的看法到非日语家长的要求和意见的各种问题。他们还询问了非日本学生的意见。日本学生被问及他们对非日本学生在同一教室学习的影响的看法。通过这项研究，我们发现了几个主要观点。其中：1.)非日本学生的教育结构是不一致和灵活的，取决于每个学校的情况。2.)这些问题涉及非日本学生的教学、非日本父母的经济状况、与适应和生活在不同文化中有关的问题，以及非日本父母和学生普遍缺乏日语能力。3.)大约20%-40%的非日本学生在日本学校仍然感到不舒服，或者觉得他们只是不适应其他日本学生。4)日本学生对非日本学生出现在他们的课堂上真的不是太好奇，但从国际理解教育的角度来看，学校应该充分利用非日本学生作为不同文化大使的存在。

We carried out research to grasp the current situation of non-Japanese students studying in public elementary and junior high schools in Shizuoka Prefecture, as well as the effect of such students on the Japanese students studying in the same classrooms as part of their education for international understanding. The main information-gathering tool was a questionnaire designed to gather useful information. The questionnaires were sent to all parents and teachers in public elementary schools in Shizuoka Prefecture with non-Japanese students enrolled in 1996 and similar junior high schools in 1997. The questionnaires asked questions ranging from the homeroom teacher's opinions of the non-Japanese students to the non-Japanese parents' requests and opinions. They also asked the non-Japanese students their opinions. Japanese students were asked their opinions on the effects of having non-Japanese students studying in the same classroom.Through this research we discovered several main points. Among them : 1.) The structure of the education of non-Japanese students was inconsistent and flexible, depending on each individual school's situation. 2.) There were some problems relating to the teaching of non-Japanese students, the non-Japanese parents' financial situations, problems associated with adapting to and living in a different culture, and with a general lack of Japanese language ability of both the non-Japanese parents and students. 3.) About 20-40 percent of the non-Japanese students still did not feel comfortable in Japanese schools or felt that they just didn't fit in with the other Japanese students. 4) Japanese students really weren't overly curious about the presence of the non-Japanese students in their classes, but from the view of education for international understanding the schools should take full advantage of non-Japanese students' presence as ambassadors of a different culture.