視聴覚教育の機能化試論 : 特に中国語を対象として

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By Audio-visual method I mean making use of certain kinds of media, whether the teaching materials be direct [i.e. some actual objects or real things] or indirect [e.g. sounds represented in some way or other]; the effect being achieved in the fact that the media are rightly connected with corresponding verbal representations through auditory and visual sensations. In the sense meant here, visual sensation covers the field of reading and writing; the auditory sensation that of hearing and speaking. Now in considering the Chinese language we notice that its teaching in New China attaches much importance to the well-balanced, impartial development of the four elements : hearing, speaking, reading and writing. From the above-mentioned standpoint I divide the learning process into six stages in order to obtain better functioning of the auditory and the visual sense: (1) Reliance on the auditory sense....hearing (principal) and speaking (subordinate). (2) Transition from the auditory sense to the visual....hearing (principal) and speaking (principal) 〜 reading (subordinate). (3) Combined Use of the auditory and the visual sense....hearing (principal) and speaking (principal) + reading (subordinate) and writing (subordinate). (4) Transition from the visual sense to the auditory....reading (principal) and writing (principal) 〜 speaking (subordinate). (5) Combined Use of the auditory and the visual sense....reading (principal) and writing (principal) + speaking (subordinate) and hearing (subordinate). (6) Reliance on the visual sense....reading (principal) and writing (subordinate). And then I shall arrange these stages into three courses: A course = [1] + [2] base B course = [3] + [4] application C course = [5] + [6] research and lastly I shall explain what I call the D course in which the above mentioned courses are summarized: [figure]
外国語教育メディア学会の論文
1961-12-25

著者

志賀正年
天理大学

視聴覚教育の機能化試論 : 特に中国語を対象として

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