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大学における「合理的配慮」調査 -視覚障害学生の3観点11項目から-
신은진 한국일본언어문화학회 2024 일본언어문화 Vol.66 No.-
This paper investigated the perceptions of Korean universities, focusing on the 11 items from three perspectives of Japan’s “reasonable accommodation.” The survey participants in this study were a visually impaired student J, three student volunteers, two students who attended classes, and two teachers. The research method was an interview using a checklist of 11 items from three perspectives. The checks on each list were coded and analyzed. As a result of the survey, it was found that visually impaired student J did not receive sufficient explanations, especially in liberal arts subjects, regarding <Aspect 1>, 「learning content」 Regarding 「teaching methods」, sufficient support was obtained from teachers. In addition, almost all participants provided 「psychological/health」 support. Next, regarding <Perspective 2>, the 「support system」, it was found that only the faculty of the major course provided specialized support. However, there was no collaboration with the local community and no support system in the event of a disaster. The last aspect, <Aspect 3>, 「Facilities/Equipment」 had the lowest check rate. First, we need to put in place support measures for barrier-free access.
신은진 한국일어교육학회 2013 일본어교육연구 Vol.0 No.25
本稿は、大学生の日本語授業に対する満足度、学習達成度を高める授業として「日本語ディベート」を提案する。「日本語ディベート」は学習者主導の総合学習であり、日本語をツールとした学習者同士の協同学習と情報共有、意見交流から社会的なコミュニケーション能力を身につけることが期待される授業形態である。本調査では、2012年度1学期の「日本語ディベート」科目を選択、受講した14人の学習者を調査協力者とし、「授業開始前」、「授業中」、「授業終了後」の3段階に分けて、彼らの満足度と達成度をアンケート調査から分析、考察した。その結果、日本語学習者は日本語専攻か否かに関わらず、期待と不安の中で「日本語ディベート」に臨み、高い満足度と達成度を示していたことが分かった。しかし、新たな形態の授業実践には教師の役割、負担が大きく、今後、現場参加者同士の協同など、具体的な日本語授業への導入方法と学習効果を模索する必要がある。
계절학기 일본어수업의 동기부여 - 학습동기가 낮은 일본어학습자를 대상으로 -
신은진 한국일본어학회 2019 日本語學硏究 Vol.0 No.60
The purpose of this study is to find an efficient instructional design and an operation plan that can enhance the learning satisfaction of domestic Japanese language learners. The study examines the motivation for Japanese language learners who have low motivation in Intensive Japanese Lectures at winter session in 2018. Learner A is the target of the survey. The data includes surveys on learner backgrounds conducted at the beginning of the session, interviews after the session ends, and answer sheets of the midterm exam and final exam. The results of this study are as follows. First, we examined the learner A 's learning process and its achievement, the satisfaction level of the session class, the satisfaction level of the class activities in "Japanese 2" and the change in motivation of learning Japanese. As a result, learner A's learning motivation was kept low regardless of the teacher's attempts, efforts, and class contents. This case can be seen as a failure of a teacher in the field of Japanese language education. In reality, however, it indeed reflects the current situation that the increasing number of learners choose Japanese, just like the case of the student A, by needs, i.e. because it is a compulsory and so they have to, rather than by their interests in Japanese. For the future of Japanese education, it is a urgent agenda to make various countermeasures such as learning by level and learning by purpose, etc.
일본어 수업의 설계와 실천: 일본어 작문 수업을 중심으로
신은진 명지대학교(서울캠퍼스) 인문과학연구소 2020 인문과학연구논총 Vol.41 No.2
It is the result of Classroom-Study in Japanese language classes at university in domestic. The class of “Japanese writing” consisted of [Lecture] and [Classroom Aactivity] taking into account the “Learner Survey” and conditions. Lecture was designed as a blended learning using LMS, and Classroom activity was operated based on PBL. As a result, [Class Satisfaction] was high, but [Learning Achievement] was moderate. Teaching-Learning [Tool comprehension] was high, but [Tool satisfaction] was not. It can be said that the teaching-learning method was suitable for learner needs, but class design was needed more improvement. 본고는 국내 대학교 교육현장에서의 일본어 수업 실천 결과이다. 실천 대상 수업은 4년제 대학교 전공 선택 과목인 “일본어작문”이며 학습자조사 결과 및 제반 여건을 고려하여 강의와 활동으로 수업을 구성하였다. 강의는 LMS 이클래스를 활용한 블렌디드러닝으로 설계하였고 교실활동은 PBL을기반으로 하여 운영하였다. 그 결과, 수업만족도는 높게 나타났으나 학습성취도는 보통으로 나타났고 교수학습 도구 이해도는 높았으나 만족도는 그에 미치지 못하였다. 이는 교수학습방법은 학습자 니즈에 적합했으나 수업설계에 재고의 여지가 있음을 말해준다고 할 수 있다.