게임을 활용한 일본어 수업모형 연구 = (A) Study Japanese Class Model Using Games

다국어 초록 (Multilingual Abstract)

2005 greeting the 40th anniversary of normalization of diplomatic relation between korea and Japan was very remarkable year than before as the Year of Friendship between two nations. As exchanging like culture, academy, sports fields between two countries is strengthened, an interest about Japan is increasing as well as Japanese learning. For reaching the goal of useful foreign language educating, teaching method focused on learning form and structure has to change to learn meaning of language and function. And teachers has to help students attending classes actively, improving communication skills. So the writer design many types of game which can use for improving communication skills, one of the 7th curriculum's objectives and suggest useful practical ways in real classes.
This thesis has five chapters. After writing objectives and ways of studying at first, I understand Japanese curriculum' flow and content in Korea high school. For knowing Japanese education actual conditions in schools, I investigate Japanese learning real picture and preference of learning by game by paper-questions. On chapter 3, as a preparation step, I find out definition of game, relations between game and communication learning, advice of game learning, role of teachers. on next chapter, the writer designs games which can put practical use in the real classes and suggests practical use ways. The writer offers reform measures to do effective game learning on Japanese classes.
On 7th curriculum, studying Japanese around learners and communication is the purpose. To achieve this, I think it important to suggest many opportunities to use Japanese and induce to attent classes actively. There would be much difference between using game in Japanese classes and not using it. In the case of leaning introducing oneself, waiting for one's turn, each student introduces oneself standing up. at that time next other students pretend listen carefully. others waiting their turn sitting on the chair might be careless about announcer's comment. Because they would be make up their announcement.
But if a teacher uses games in the classes, the situation would be changed. Let me introduce one game. Each student prepare one's name card. they walk around the class and introduce themselves each other giving and taking their name card. During enjoying games, learners could meet unfamiliar friends and produce a warm atmosphere. Also they can be satisfied with using Japanese much in the class. Because they don't listen uni-laterally. in the class using such games, there are many affirmative things that can induce a great interest and a motive.
The writer suggest next follows to teach Japanese using games effectively. To apply games in our given condition in Korea, teachers need to use game tools pertinently.
To success it, teachers can speak Japanese fluently as well. Teachers have to be given chance abroad to improve Japanese ability.
Teachers acknowledge the importance of using games in the classes through activities with Japanese native speaker teachers.

목차 (Table of Contents)

• 목차 = 4
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 방법 = 2
• Ⅱ. 일본어 교육과정의 흐름과 내용 = 3
• 1. 일본어 교육과정의 흐름 = 3
• 2. 일본어 학습의 실태 = 7
• 3. 제7차 교육과정의 특성 및 지도방향 = 10
• Ⅲ. 일본어 학습에 있어서의 게임 = 13
• 1. 일본어 학습에 있어서의 게임의 정의 = 13
• 2. 게임의 유형 = 14
• 3. 게임의 조직형태 = 17
• 4. 게임 학습의 유용성 = 20
• 5. 게임과 의사소통 학습과의 관계 = 23
• 6. 게임 학습 시 유의점과 교사의 역할 = 24
• 6-1. 게임 학습 시 유의점 = 24
• 6-2. 게임 학습 시 교사의 역할 = 27
• Ⅳ. 의사소통 향상을 위한 게임의 종류 및 활용방안 = 29
• 1. 전체 활동에 활용 가능한 게임 = 30
• 2. 그룹 활동에 활용 가능한 게임 = 41
• 3. 짝 활동에 활용 가능한 게임 = 47
• Ⅴ. 결론 = 58
• 【참고문헌】 = 62
• 【Abstract】 = 65
• 【부록】＜설문지＞= 67