http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 町田守弘 ( Machida Morihiro ) (검색결과 1 건)
- 무료
- 기관 내 무료
- 유료
-
町田守弘 ( Machida Morihiro ) 고려대학교 한국어문교육연구소 2011 국제학술제 Vol.1 No.-
A teacher make her students read aloud a portion of a text allocated to them. Then, the teacher also read aloud the rest of the text for herself. While reading the text aloud, the teacher explains the meaning by sentence. The teacher writes important points related to the text on the blackboard as she explains the text. The students take notes of them carefully. The classroom is silent and every student seems to be actively engaged in their learning. However, the students listen to their teacher`s explanation, take notes, and memorize what they jot down since it is going to be on their exam. They learn what they take notes by rote not because they are interested in the lesson, but because they have a practical purpose to go to prestigious schools. These four steps - reading aloud, explanation, understanding, and memorization - seem to take strong root in Japanese literacy class. Can the students perform authentic and meaningful learning in the class? Does the teacher realize the potential results of their instructional method? I suggest that we Japanese educators stop stuffing their students` heads with traditional culture and knowledge based on a fixed standard. Instead, we should make our students realize the pleasure of reading and writing based on their personalities and interests. It is our task to move from teacher-centered literacy instruction to student-centered literacy instruction based on authentic texts and meaningful activities. Sato Manabu described the current situation of Japanese literacy education by using metaphoric expression that Japanese students are escaping from reading and writing. Classroom should be a place where students transact their different reading styles and processes together and share different meanings they constructed. If there are 40 students in a classroom, it means that there are 40 different reading practices. If the students are empowered and motivated to learn, they negotiate the different reading styles and processes together to create a classroom culture where all of them can participate actively. Media literacy based on technology can foster these shift from the cramming instruction to meaningful and authentic instruction. It connects our students "sub-cultures" from out-of-school literacy with a "main culture" of school literacy in productive ways. Educators might create digital reading materials based on students` sub-cultures to motive their reading and writing.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
