Research for Developing the Database aid for the schools hoping cross-cultural Exchange with Foreign School.

为了促进日本和国外学校之间的班级交流活动，弄清阻碍或阻止这种交流的教师或学生之间的问题是非常重要的。我们的研究就是对这些问题进行研究，并提出一些解决方案，以帮助这些班级之间的交流。我们发现，最重要的是一种以图表为模板的课程设置。我们称它为“Teishoku--一顿套餐”，用于以项目为基础的班级间国际交流。在1998年的第一年，我们已经建立了希望有交流伙伴的学校和教师介绍数据库系统。当教师或学校想要启动国际班级交流项目时，如果教师或学校与外国没有联系或联系，就会遇到两个问题：如何找到合作伙伴和如何用英语介绍自己或学校。正如我们在前面的Re…中所知道的那样，这个问题经过进一步的搜索，我们开始建立基于网络数据库的自动口译自我介绍系统。1999年和2000年，在一些小学开展了一些试点交流项目。这些是高知县小学基于班级间交流的项目。和兵库首选。华盛顿州和夏威夷州的小学。在交流中和交流后，我们做了三种调查，老师和学生对项目的期望是什么，存在的问题是什么。第一个问题是通过问卷对来自5所小学的246名学生进行调查，他们对交流和项目的感受如何。二是中小学教师对教师的期望和存在的问题。我们得到了125个答案。90%以上的教师没有通过互联网进行跨文化交流的经验。为了分析答案，我们使用了协方差结构分析的方法。结果表明：大多数教师都对国际班级间的交流感兴趣，也非常希望这样做。另一方面，他们也有恐惧和焦虑。造成恐惧和焦虑的因素有很多。他们中的一些人缺乏使用计算机和互联网的技能，或者是英语能力。更多的是，对缺乏项目框架、研究时间表框架或课程的恐惧。这是教师促进国际交流的重要因素，因为这是一种非常新的教育方式。几乎所有的学生都对与外国学生交流有着浓厚的兴趣，这不仅是因为在电脑或互联网上的交流，也是因为交流本身的交流。研究结果表明，教师对人际关系的社交能力非常感兴趣。为了让教师清楚地了解他们的恐惧和焦虑，我们采访了教师对这次交流的看法。对研究框架产生恐惧的原因应该不是一种可以根据自己的阶级情况给点零钱来进行交流的曲线图。他们说，图表课程可能有很多模板，他们可以根据自己的课堂环境给出和添加自己的想法和方法。较少

To promoting the activities of class-to-class communications between schools in Japan and those in foreign countries, it is very impotant to make clear the problems among teachers or students which prevent or stop the exchange. Our research is to study those problems and give some solutions to help those class-to-class exchange. We found the most important is a kind of a chart for the curriculum as a template. We call it "Teishoku -- a Set Dinner" for project based class-to-class international communication. In first year, 1998, we have made up the database systems of introducing the schools and teachers who want to have a partner of the exchange. When a teacher or a school want to start the project of international class-to-class communication, if the teacher or the school have no relation or connection with foreign countries, there are two problems ; how to find the partner and how to introduce himself/herself or the school in English. As we have known this problem in our previous re … More search, we started to make up the web-database based self-introducing system with automatical interpretation. In 1999 and 2000, some trial exchange projects were done in some elementary schools. Those were the project based class-to class communications by the elementary schools in Kochi pref. and Hyogo pref. with the elementary schools in Washington state and in Hawaii state. During and after the exchange, we did three kinds of research what is the expectation from teachers and students to the project, and what is the problem. The first one is by the questionare paper to the 246 students from 5 elemntary schools how did they felt the communication and the project. The second is also the questionare about the expectations and problems to the teachers of from elementary schools to high schools. We got 125 answers. Over 90% of the teachers have no experience of the cross-cultural exchange by the Internet. To analyize the answers, we used the method of co-variance structural analysis. The result is as follows :Most of all teachers have an interest in international class-to-class exchange and also have an eager hope to do it. On the other hand, they have also fear and anxiety. There are some factors for the fear and anxiety. Some of them are lack of their skills, using computers and the internet, or bility of the english. And more, the fear for the lack of the frame of the project, frame of the study schedule or curricurum. This is the very important facters for the teachers to promote the international exchange, because it is very new way of education. Almost all students have strong interest in communicting with the student of foreign country, It because of not only the one in the computer or the Internet, but also the one in communication itself. The resut of research implies their interst have much concern with their social skill for the relations with other people.To make the techer's fear and anxiety clearly, we did the interview teachers how they think about the exchange. The cause of fear for the frame of the study id ther aren't a kind of chart of curricurum to do the exchange which they coud give the small change according to their class situation. They say there might be many template of the chart curriculum where they could give and add their own ideas and method according to their class environment. Less