PassiveからActiveへ : 留学生が自ら問題意識を持ち,主体的に取り組む授業へ向けて

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The International Student Center of the Yokohama National University has developed various kinds of courses, including 'Japanese Language' and 'Japanese Affairs',- catering for students from abroad, as well as 'Theory of Intercultural Communication' a course intended for Japanese nationals as well as foreign student. In this paper, I would like to take up a discussion of the 'Japanese IIC' course, one which has been commenced with the students of the deoartment in mind. When students of the department, first join the faculty at the time of the entrance examinations; they have achieved an average score of seven hundred marks for 'Grammar' , 'Writing/Vocabulary1 and 'Listening' in the 'Japanese Language Proficiency Test', an examination officially sanctioned by the Association of International Education of Japan. Since the 'Grammar', 'Writing/Vocabulary' and 'Listening' tests are all assessed by computer marking sheets, students have been drilled in how to cope with correct selections in multiple choice questions. From the time they ioin the faculty students from abroad in the main, attend classes which assume a 'lecture format', and play a passive role, not unlike the Japanese students and are obliged to enter specialized education without still having had the opportunity to receive training in the ability to express one's own ideas in Japanese. The Japanese classes offered at the International Student Center are fortunate enough to have small numbers and are able to offer individualized tuition. Hence, it has been able to introduce the 'Japanese IIC' class, where students are able to express their own opinions using word processors. In this paper, I would like to discuss how these classes proceed and at the same time, consider once again, the necessity for classes that 'actively' involve students.
横浜国立大学の論文

PassiveからActiveへ : 留学生が自ら問題意識を持ち,主体的に取り組む授業へ向けて

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