Study on how Japanese teacher build teaching ability through life history approach

以H18 ~ 19会计年度为研究对象，援引生活史研究和教育方法研究作为教师研究理论的教学研究成果，运用生活史研究方法阐明日语教师的能力形成。具体而言，在前期调研的基础上，前往日本（Y日语学校、AK国际大学）和海外（T学校外语、T硕士大学等）的日本教育网站，在收集资料的基础上，以对教师的访谈为中心，对一名日本教师和一名中国日语教师的教学实践进行观察，进行实地考察。研究结果归纳为以下两点。首先是在日语教育中建立生活史教学研究的途径。超过单元水平的授课者的课堂风格并不一定明显，更多的是在一小时内完成，作为教学研究的一种方法，虽然每个单元的课堂分析是主要的，但迄今为止每小时都很长。厘清班级风格的形成与转变，厘清生活史研究方法的有效性。其次，日本教学研究（Y日语学校）和中国日语教师研究（T学校日语教师的外语）在中国的教学研究，以及对一位日本教师的生活史访谈的进一步发展。明确了白天不同的因素（语言环境、文化社会背景）和共同的因素（如基于日语语言特点的教学方法）对教师课堂风格的形成起着很大的作用。上述研究结果刊登在日本对外日语教学学会关西会议、中部教育学会、铃鹿医疗科学大学研究公报和本研究的结束语中。少

Study results of the research on teaching of the life history research and the education method study as the teacher research theory were invoked for two years of the H18〜19 fiscal year, and the life history approach was used was to clarify Japanese-language teacher's ability formation.Concretely, it went out to a Japanese, educational site that was Japanese (Y Japanese Language School and AK International University) and overseas (foreign language of T school and T master university, etc.) based on the early research, and the fieldwork was executed centering on the interview to the teacher based on the data collection and the observation of the teaching practice by a Japanese teacher and a Chinese Japanese teacher.Study results are brought together in the following two points.The first is establishment of an approach in Japanese-language education as the research on teaching the life history. Class styles of those who taught it by exceeded the unit level had not been necessarily obvio … More usly done during one hour as a methodology of the research on teaching though the class analysis of each unit was the main though it was long every one hour so far. To clarify the formation and the transformation of the class style, the effectiveness of the life history approach was able to be clarified.Secondarily, a research on teaching (Y Japanese language school) in Japan and a Chinese Japanese teacher are a research on teaching (foreign language of T school Japanese faculty) in China, and further developments of the life history interview a Japanese teacher. It was clarified to play the role that a different factor (linguistic environment and cultural social background) and common factors (for instance, teaching method based on a Japanese language characteristic) in daytime are big for the formation of teacher's class style.The above-mentioned study results are announced in the closeout report of the Society for Teaching Japanese as a Foreign Language Kansai meeting, the Central Part Pedagogy Association, the Suzuka medical treatment science university research bulletin, and this research. Less