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教養初級日本語クラスにおける内省活動分析 -学習レベルとの違いに焦点をあてて-
倉持香 한국일본언어문화학회 2014 일본언어문화 Vol.29 No.-
This study aimed at investigating the relationship between reflection phase and learning levels. It categorized the data described on reflection activities of students during class and made a comparison of the reflection aspects by each learning levels. The results of the study showed that there are differences in aspect by each level. First of all, the higher-rank group showed reducing negative views toward learning as its process went forward. In the latter part, they were increased back again, whose numerical value was higher than that of the middle and lower-rank group. In addition, notwithstanding their negative opinions, more students in the higher and middle-rank group recognized the importance of self-motivation and practice, compared to ones in the lower-rank group. Secondly, on the shifts during the learning process, the higher and middle-rank group, feeling difficulties of contents of the study, maintained more positive attitude (e.g. building self-confidence, making more effort and challenging further) throughout the process than the lower-rank group did. Particularly from the early to the middle stage, they increasingly indicated the attitude of self-encouragement and motivation on the contrary to the counterpart. On the other hand, the learners in the lower-rank group described more about self-praise or wishes than other groups did. The rate of description about reasons they were late or negligent of study, greetings, appreciation and apology was high as well. From those results, it is inferred that, through reflection activities performed in this research, feeling joy or interest in contents of the study, building self-confidence, and motivating themselves advanced improvement in the level of and helped develop their learning. Thus, it indicated that each level of learners had a different ability of self-led learning, of meta-cognition to analyze required learning for introspective activities and one’s self, and of problem-solving to go deeply into a question and to figure out a method for its solution, which led to a further development of the learning.
倉持香(쿠라모치카오루),奈??理(나고마리) 한국일본어학회 2011 日本語學硏究 Vol.0 No.32
본고에서는 협동학습의 유익한 도입 법에 관한 시사를 얻기 위해, 일본어협동학습의 각종 실천보고와 학습자 의식조사에서 보이는 과제를 각각 검토했다. 한국에서는 구성주의적인 생각을 토대로 만들어진 제7차 교육과정 시행에 따라 초등교육을 중심으로 협동학습을 도입하게 됐다. 그와 동시에 외국어교육에도 적용되어, 현재로는 일본어교육이나 중국어교육 현장에서도 실천 연구가 행해지고 있다. 특히 일본어교육에서는 2000년 이후부터 고등학생을 대상으로 하는 연구가 나오기 시작하여 학습만족도나 학습달성도조사, 또는 교수법 등 전체적인 수업 운영에 초점을 맞춘 연구가 집중되어 있다. 최근에는 대학생을 대상으로 하는 연구도 많아지고 그룹간의 상호작용 분석, 그룹 편성 방법, 그룹 내의 피드백, peer response 나 peer reading 등을 분석 대상으로 하는 연구가 진행된다. 하지만 인원수가 많은 반, 학생과 교사의 경험 부족, 교사간의 연계가 잘 이뤄지지 않는 등의 문제가 제기되어, 적응은 어려운 상황이다. 대학생 310명을 대상으로 실시한 협동학습에 관한 의식조사에서는 협동학습 참여에 대한 높은 적극성과 협동학습의 장점을 잘 파악하고 있다는 긍정적인 측면을 볼 수 있었다. 그 가운데서도 즐겁다고 하는 정서적 요인이 적극적인 참여태도 형성에 가장 영향을 주는 것을 알 수 있었다. 한편 부정적인 의식으로서는 협동 및 일본어능력 차이로 인한 어려움이 지적됐다. 더불어 협동학습의 성과를 성적에 반영하는 것에는 꽤 소극적이었다. 따라서 인원수 설정이나 역할분담 등의 조건을 구비해야 하는 것은 물론, 공평한 평가를 실현하기 위한 의도적인 반 편성도 필요하다. 창조력을 요하는 활동을 제공해서 일본어능력에 좌우되지 않는 활동을 보증해 줄 필요도 있다.
内省活動から見た学習者の情意面と教師の役割 -韓国の大学の教養科目における初級日本語学習者を中心に-
倉持香 한국일본언어문화학회 2014 일본언어문화 Vol.27 No.-
Reflection activities by the learners and the teacher were integrated into an elementary Japanese course. Based on the results of these self-reflection activities, the present paper aims to understand how the learners consider the classes as well as learning and thus reconsider the roles of the teacher. This analysis revealed the following: reflection means comprehensively considering the content of learning and the attitude toward, the ability of and the thinking about learning; and these considerations deepen, and become conscious and internalized, thereby triggering various emotions and leading to next learning. The paper reveals six roles of the teacher .Firstly, when it comes to the “difficult level of classes” ad the “speed of classes”, what the learners often negatively consider is the content of learning, as they specifically mention the amount of learning in each class and the speed of classes. Therefore, in response to the reactions of the learners, the teacher must adjust the difficulty level and the speed in terms of teaching methods, teaching materials, and practice methods, as needed. Secondly, with regard to the “form of learning”, the “practice methods”, and the “proceedings of classes”, the learners very highly evaluated group work. This means that the teacher must consider activities and practice methods that suit the content of learning as well as the class members. Lastly, with respect to the “questions”, most of the negative opinions of the learners revolve around the difficulty of the learning content. Therefore, the teacher must understand which parts of the learning content the learners find difficult and do not understand. Based on such an understanding, the teacher must also add extra explanations, modify the practice methods, and in some cases engage in one-on-one interactions with each learner, as needed.
倉持香(Kuramoci Kaoru) 일본어문학회 2017 일본어문학 Vol.76 No.-
本研究は韓国における日本語漢字学習の効果的な方法を模索するために、韓国人日本語学習者の日本語漢字学習に対する傾向を調査した。その結果、以下のような傾向があることがわかった。 まず、韓国語漢字の学習レベルが日本語漢字の意味理解において影響を与えていることがわかった。次に日本語漢字の学習ストラテジーの面では、日本語漢字の語彙を読む時、韓国語漢字を通して把握している傾向があることがわかった。それに対して、日本語漢字の動詞のます形の読み方(訓読み)は韓国語から類推せず、日本語漢字の学習を通して得た知識をもとに読んでいることがわかった。このことから、漢字一字から語彙を連想し意味を把握する意味理解ストラテジーは定着していないことが示唆される。漢字の授業に対する希望調査の結果において、漢字の成り立ちや漢字の練習の仕方を習うことより、類似した漢字の意味と造りの関係性を知ることができ、似ている漢字をまとめて習得できるような授業を希望している。今後、教える側は韓国人日本語学習者のこのような傾向と希望を把握し、様々な意味理解、及び読み方ストラテジーを習得できる学習方法を開発する必要がある。 In the current study, the trends of Japanese kanji learning in Korean Japanese language learners were examined. As a result, the following trends have been revealed. Firstly, with a trend that the higher the learning level of Japanese kanji is, the higher that of Korean kanji is, the learners with a higher learning level of Korean kanji marked high scores in terms of the vocabulary of Japanese kanji and the meaning of sentences. Secondly, when learners read Japanese kanjis in the Japanese kanji learning strategy, they tended to read and understand them based on Korean kanji. In contrast, it has been proved that verbs (masu form) of Japanese kanji were read based on the knowledge obtained from Japanese kanji learning without any analogy based on Korean language. In addition, it has been also suggested in “a strategy for how to understand a meaning of a kanji and to read the kanji” for “texts of Japanese kanji” that the general meaning of any foreign kanji in a text was estimated not by approaching the kanji directly but by understanding the meaning of the context based on Korean language first. It indicates that such a meaning understanding strategy to grasp meaning based on the association of vocabulary from every single kanji has not been established. It is believed to be necessary for teaching language practitioners to recognize such trends and demands of Korean Japanese language learners as well as to develop learning methods capable of taking various meaning understanding strategies.
倉持香(쿠라모치 카오루) 동아시아일본학회 2009 일본문화연구 Vol.31 No.-
한국의 많은 협동학습 연구는 초등학생부터 대학생까지 그리고 교사를 포함하여 그 대상의 범위가 넓고,연구 내용 또한 학습 효과 및 학업 달성 등의 인지적 요인에 대한 분석이나, 인지적 효과 정의적 요인 간의 관련성에 대한 연구가 대부분이었다. 또 정의적 요인에 대해 고찰한 연구는 다양한 측정 도구를 사용하여 학습 효과나 각 요인과의 관련성 정도를 측정하는 데 그치는 경우가 많았다. 이러한 종래의 연구들에 미루어 학습자의 정의적 면에서의 섬층적 연구의 필요를 느끼고, 일본어 학습자들의 협동학습에 대한 의식 조사를 실시하였다. 그 결과 학습자들은 금정적 혹은 부정적 의식 양면 모두를 가지고 있음을 알게 되었다.또 부정적 의식은 학습 효과구룹에서의 역할 분담,그룹 구성의 부분에서 강하게 나타났다. 이러한 문제를 해결하기 위해 교사는 적극적으로 협동학습을 실천하고,다양한 현장에서 학습자에게 적합한 협동학습 방법을 찾아 내야 한다고 생각한다. 앞으로 이번 조사에서 얻은 결과를 면밀히 분석하여 한국 대학생의 협동학습에 대한 의식의 특징을 파악하고자 한다. 특히 이번에는 고찰 할 수 없었던 학습자의식과 性別과의 관계 및 실제 협동학습과정에서 학습자의식과 그룹내 활동속에서 나타나는 학습자의 학습에 대한 자세나 태도가 情意面에서 어떠한 작용을 하는지에 대한 고찰을 課題로 남기고 싶다.
ドイツにおける日本語教育 ― ドイツの日本語教育現況と大学の日本語授業の考察から ―
倉持香 한국일어교육학회 2022 일본어교육연구 Vol.- No.58
This paper reports on the current situation of Japanese language education in Germany. First, this paper explains the current situation of Japanese Language Education in Germany according to the statistical data of the institution and the previous research. Next, this paper considers the Japanese classes at the university that the author is in charge of, along with the results of the awareness survey for learners. Tthe current situation and challenges of Japanese language education in Germany are as follows. In 2020 the COVID-19 pandemic has brought about major changes in the educational and living enviroment. As of November 2021, the situation is still serious in Germany and there are no signs of improvement. In the field of Japanese language education, online education is in progress, and while the system of educational institutions is in place, it can be said that the teachers are adjusting to the new environment while struggling through trial and error. Over the past two years, while we were gaining experience in online classes, pros and cons of online classes were clear. Online lessons are not suitable for all educational enviroments, and their significance and effects can be fully utilized under conditions such as distance learning and exchange learning. After the COVID-19 pandemic, there will be no return to the educational environment before it. Perhaps online lessons will become commonplace rapidly, and on-demand, hybrid classes of advanced model will be developed. In order to deal with such a situation, it is an urgent task for educational institutions to prepare equipment for the new environment. As a teacher's task, cooperation between teachers, and improvement of computer skills, information skills, class management skills , educational skills, etc. are required. 本論はドイツにおける日本語教育の現況を報告するものである。まず、ドイツの日本語教育の状況に ついて、機関の統計資料や先行研究からその概要を説明した。次に、執筆者が担当した大学の日本語授 業を学習者の意識調査結果とともに考察した。これらからドイツの日本語教育の現在の状況と課題は 以下のようである。 2020年はコロナ(Covid19)禍において、教育環境と生活環境に大きな変化をもたらした。2021年11月 現在、ドイツは依然として状況が深刻であり、改善の兆しが見えていない。日本語教育分野ではオンラ イン化が進み、教育機関の体制が整いつつあり、講師も試行錯誤、悪戦苦闘しながら適応しつつあると 言える。過去一年八ヶ月の間で、オンライン授業の経験を重ねながら、その長短が明確になってきたと 思われる。オンライン授業は全ての教育環境に適しているのではなく、遠隔教育、交流学習などの制限 や条件がある状況のもとでなら、その意義と効果が最大限、活かされるものである。 コロナの終息後はコロナ禍以前の教育環境には戻ることはないと言われている。おそらく急激に浸 透したオンライン化が残り、オンデマンド型、ハイブリット型、さらに発展型授業が開発されていくで あろう。このような状況に対応するために、教育機関は設備を整えることが喫緊の課題であるが、講師 側の課題として連携と協力、自身のコンピュータスキル、情報力、授業力、教育力などを向上させ、 アップデートしていくことが挙げられる。
協働学習におけるグループ編成に関する考察― 大学での日本語授業を中心に ―
倉持香 한국일본학회 2010 日本學報 Vol.84 No.-
学習者の特性を考慮したグループ編成の基で協働学習を行ったらグループワーク過程でどのような相互作用がもたらされるのか、また、認知的・情意的側面に、どのような影響を及ぼすのかを質的調査結果を基に詳細に分析することが本研究の目的である。本論では、対人関係調査結果と学習日誌(ポートフォリオ)、さらに振り返りシートの5段階評定結果を基に考察をした。その結果、各学習者の特性である学習レベル、性格、友人関係、親和動機、アイデンティティ・ステイタスの全てにおいてグループワークの中で影響を及ぼすことがわかった。特に、親和動機では、動機が高い学習者は、メンバーとの心理的距離を縮めるのに時間がかからない傾向があった。アイデンティティ・ステイタスでは、上位の学習者であるほど対人関係に問題が発生しないという先行研究があるように、本調査のグループ編成でも、アイデンティティ・ステイタスが高い学習者は、グループワークでグループを引っ張る存在であったり、メンバーへの配慮が見られたり、グループ方法や学習と自己について振り返りをするなどの特徴が見られた。本論では、学習日誌と振り返りシートの5段階評価資料を基に各学習者への影響についてを考察することにとどまり、親和動機の各側面のうち有意差があったものを細かく分析することができなかった。今後の課題として、グループワーク過程において学習者の特性にどのように影響を及ぼすのかについて、授業日誌を基にグループ単位で見る必要がある。そうすることで、本論の調査結果が明確になり、さらに詳細な分析ができると思われる。