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- 저자 : 八野友香 ( Hachino Tomoka ) (검색결과 3 건)
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팔야우향 ( Tomoka Hachino ) 한국일어교육학회 2015 일본어교육연구 Vol.0 No.33
日本語學習者の誤用分析に關する硏究は從來盛んに行われてきたが、誤用の結果をさらに學習者の自己訂正可否に基づいて調査した硏究は少ない。 採取した誤用が單なる安易な誤りによるものなのか、それとも自己訂正できない誤用なのかを分析·考察することは作文指導において重要となってくる。 本硏究は初中級韓國人日本語學習者の作文に見られる誤用を項目別に分析し、まず誤用の傾向を具體的な數字で示すことで、誤用の傾向を考察した。 次に學習者が行った誤用訂正の正誤に基づいて、學習者が自己訂正しにくい項目を抽出し、考察した。また、誤用だけではなく、ある文法事項を用いないために日本語としての這切さを欠く非用 についても考察した。 今回の調査結果から作文指導を行う際に留意すべき事項は、①格助詞の二格、ヲ格、デ格の使い分けと「の」の使い方、②語彙表現の習得、③倂列節と條件節での接續助詞の使い分け、四可能、受身、使役、授受表現を積極的に文に取り入れることの4點である。 このような表現に特化して敎えることが作文指導において重要となってくる。 This paper examined the characteristics of the examples of misuse in Japanese composition by Korean learners of Japanese at a beginning-intermediate level. The purpose of this study is to figure out the cautions when the learners compose in Japanese, by suggesting the concrete number of misuse trend. The examination was conducted for 50 learners who composed in Japanese for one subject among "The Japan I like", "My day", "The memories of journey" and "The cyber university", and then the examples of misuse in those compositions were arranged by grammar category. Then the misuse correctable and non-correctable by learners themselves were examined. As a result, first, the misuse rate of "postposition" was the highest, followed by "language selection" and "adverbial clause" in order. Furthermore, the misuse non-correctable by learners in descending order was "expression of give and receive", "paratactic clause" and "language selection", respectively. As a result of this examination, the points which learners have to be careful are following 4 kinds. Firstly, the use of a case postposition such as「に」「を」「で」and「の」among postpositions. Secondly, have a vocabulary knowledge. Thirdly, when connecting the sentences, utilize properly the continuous using form or 「たり」and so on, not arranging「て」of conjunctive particles. Moreover, when connecting with 「が」, correspond with writing style each other. Lastly, have a knowledge about voice, of which expression is not existing in Korean. In the position of teachers, conducting of writing instruction by specializing such expressions is of critical importance.
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韓国サイバー大学におけるICTと学習データの活用 - 韓国人日本語学習者を対象とした授業運営の事例を中心に-
八野友香 ( Hachino Tomoka ) 한국일어교육학회 2019 일본어교육연구 Vol.0 No.47
本研究は、eラーニングの課題を見直し、オンライン教育の今後の展開に寄与すべく、ICTによるイノベーション化に即した教育方法の改善策を提示することを意図するものである。本稿では、サイバー大学の教育現場における課題を一つ一つ問題提起し、アクション・リサーチの定義に基づいて5つの実践を分析した。従来、eラーニング教育ではコンテンツの内容が主に問われてきたが、本研究はICTを活用した学習環境の改善に注目し、学習者自身が自己の学習を選択管理していける環境づくりについて考察した。特に、対面学習と組み合わせた既存のBlended learningが抱える課題の改善策として、ソーシャルメディアを活用したBlended learningを提示し、オフライン授業の活性化を「出席」ではなく、「自由な参加」を促すソーシャルラーニングについて提言した。また、LMSの学習行動データを利用した出席管理の方法や、LMSに蓄積された質疑応答に関するデータベースを活用した授業運営の実践について考察し、授業を総括的に活性化に導く方法を検討した。今後、フォーマルラーニングだけでなく学習者自ら行うインフォーマルラーニングの環境づくり及び授業運営の改善がサイバー大学において必要だと考える。 This study examined the provision of a learning environment using ICT, specifically, the Japanese class management at Cyber Hankuk University of Foreign Studies (CUFS) using the LMS function, by reviewing e-learning tasks. In particular, it investigated roles of teachers engaging in the online education. Edtech using three core factors of the fourth industrial revolution, such as super intelligence (AI), hyper-realistic (VR/AR) and hyper-connected (Digital Platform) transforms education. This study provided the environment using ICT and could increase the participation rate in the environment more than that for classroom learning. However, Providing learning opportunities does not necessarily leat to good learning effects. The attendance management of students and reinforcement of learning contents were carried out, and therefore, education effects were also improved by using data of learning behavior through LMS. Although previous studies on e-learning have only noted class contents, any learning effects cannot be expected, unless learning contents can keep learning will, even though they are best. The significance of this study lies in that it enhances educational effects, by considering the class management emphasizing the process in which learning contents are understood and how to provide learning opportunities.
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デジタライゼーションによる日本語教育のDXに関する考察 -サイバー大学の授業実践を中心に-
八野友香 ( Hachino Tomoka ) 한국일어일문학회 2024 日語日文學硏究 Vol.128 No.-
본 연구는 일본어 교육의 Digitalization과 사이버대학의 교육 DX에 대해 고찰하였다. 교육 DX는 디지털 기술을 도입할 뿐만 아니라 기술을 활용해 새로운 지도 모델 구축에 힘쓰는 것을 의미한다. 본 연구에서 실천한 수업을 통해 사이버대학의 단점인 일방향성의 일괄적인 수업을 보완함으로써 개별 지도를 가능하도록 하고 u러닝(Ubiquitous Learning) 실현을 위한 새로운 교육 스타일을 명시하였다. 연구에 앞서 ICT 용어를 개관하고 교육개혁의 필요성에 대해 정리하였고, 사이버대학의 현황과 과제를 명시하였다. 이어서 다양한 디지털기술을 이용하여, LMS 공개작문 peer learning, LMS 공개 악센트 peer learning, H5P를 활용한 발음 연습, ZOOM 회화 연습, 유튜브 보충 학습 등 총5개의 인포멀 수업을 실천하였다. 그 결과 e-Learning의단점인학습수요에대한즉각성과인터랙티브성을보완하였으며,개별 지도 최적화와 보충수업 ATAPL을 가능하게 하여, u러닝 교육 패러다임을 충족시키는 학습 환경 향상을 확인할 수 있었다. This article examined digitalization in Japanese language education and cyber university education DX. Education DX means not only introducing digital technology, but also making use of technology to build new teaching models. In this article, informal classes were implemented to supplement the one-way simultaneous classes, which are disadvantages of cyber universities, and a new educational style through digitalization was specified. In this article, when first considering the DX of Japanese language education, we outlined ICT terminology and explained the necessity of educational reform, and then clarified the current situation and challenges of cyber universities. In this study, we practiced LMS public writing, LMS public accent practice, H5P pronunciation practice, ZOOM conversation practice, and YouTube supplementary lessons using various tools through digitalization. These class practices complemented the immediacy and interaction of learning needs, which are disadvantages of e-learning, enabling individual guidance optimization and ATAPL for supplementary classes, and demonstrating the improvement of learning environments to meet ubiquitous learning education paradigms.
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