The effect of utilizing video-conferencing system in the studies of global issues in a high school in Japan-Material development and experimentation

这项研究旨在阐明利用视频会议系统在日本一所高中学习全球问题的效果。该系统于2004年在日本、澳大利亚和夏威夷的高中安装。2005年和2006年，研究人员与教师一起开发了以解决问题为重点的全球问题教材，并将其用于与外国学校的互动学习，并试图衡量其效果。2005年9月，开发并实施了第一个关于全球变暖效应的材料实验。日本高中三年级(12年级学生)参加了实验。这是一种角色扮演风格的材料，使用的是学生制作的“时光机”。视觉上很吸引人，但戏后的讨论并不能加深学生的理解。每个人都理解并同意防止全球变暖的重要性。关于和平材料的第二个实验于2006年1月在11年级学生中实施。这是Speech…更具针对性的材料：3名日本学生和4名澳大利亚学生作报告。他们非常感人，但部分原因是由于英语和日本学生对全球问题的基本知识有限，讨论无法深入。尽管如此，每个人都同意和平是重要的，但这些话仍然令人激动。然而，它一方面可以促进学生学习更好的英语和更多地了解世界的动机。基于上述经验，第三个实验是以辩论式的方式在日本引入夏令时制度。日本学生陈述了他们的观点，并使用基本概念进行了讨论，如成本、有效性或风险。由于澳大利亚已经引入了夏令时，日本学生可以通过他们来询问夏令时的真实性。最后，日本和澳大利亚的学生都发表了自己的看法。结果表明，许多日本学生可以加深他们的观点和理解，在他们的决策中引入基本概念，并了解澳大利亚学生的想法。较少

This research aimed to clarify the effects of utilizing video conferencing system for the study of global issues in a Japanese high school. The systems were installed in Japanese, Australian and Hawaiian high schools in 2004. In 2005 and 2006, the researchers together with the teachers, developed teaching materials on global issues focusing on problem-solving, implemented them for interactive study with foreign schools, and tried to measure their effects.The first experiment of a material on global warming effect was developed and implemented in September 2005. Grade 3 (grade 12 students) in Japanese high school participated. It was role play style material using student made "time machine". It was visually attractive, but the discussion after the play could not deepen students' understanding. Everybody understood and agreed to the importance of preventing global warming. The second experiment on a material on peace was implemented in January 2006 with Grade 11 students. It was speech … More oriented type material: 3 students from Japan and 4 students from Australia made presentation. They were very moving, but partly because of limitation in English and in basic knowledge on global issues among Japanese students, the discussion could not be deepened. Still, everybody agreed that peace is important, but the words stayed emotional. However, it could promote students' motivation for being better in English and knowing more about the world on one hand.Based on the above experience, the third experiment was made in debate style on the introduction of daylight saving system in Japan. Japanese students stated their opinions and discussed using basic concepts for decision making, such as coat, effectiveness or risk. As Australia has already introduced daylight saving time, Japanese students could ask the reality of daylight saving time by them. Finally, both Japanese and Australian students expressed their opinion. As the results, it was proved that many Japanese students could deepen their views and understanding introducing basic concepts in their decision and knowing the idea of the Australian students. Less