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Implementing Lessons Based on Movie Reviews
Masaaki Oki 영상영어교육학회 2011 영상영어교육 (STEM journal) Vol.12 No.2
There have been numerous recent developments in methods of teaching how to write in English by using movies. However, there are not many papers that deal with showing teachers the actual process of how to get students to write a movie report, and then gauge its effect through feedback from the students. A number of journals have published papers which rank movies based on their degree of English difficulty. However, most of those papers focus on the methodology of how to use a movie, how to get an effective result in the limited time, or how to develop and plan a lesson. The purpose of this paper, rather, is to show teachers how to instruct students to create movie review assignments, not only for those who are good at English, but also for the relatively less motivated students who do not yet have the habit of studying English. This paper will also introduce a method which is fully manageable for both teachers and students by showing first, how to make a report; second, how to evaluate it; and finally, the effectiveness of this method. Furthermore, this paper explains one practical technique in detail, which teachers using movies and multimedia can utilize to develop much more satisfactory lessons that include a questionnaire and cover a variety of graphic content.
How to Nurture Students' Study Habits Using a Handy E-learning System with Cell Phones
Masaaki Oki,Shimpei Matsumoto 영상영어교육학회 2011 영상영어교육 (STEM journal) Vol.12 No.1
The interactive e-learning system that this paper outlines is an essential tool for supporting self-study continuity among individual learners. Benkyo-Kun, used in conjunction with an interactive e-mail service through cell-phones, allows users to automatically receive up to ten exercise e-mails a day. Learners are not required to continually access the learning contents for themselves, as in other systems. What's more, after replying to an e-mail, a student's results are instantaneously available, so each user can grasp their own level of achievement, collective ranking, and weak points after checking the Benkyo-Kun website. All users' history and answers are stored in a database. This communal information then contributes to the understanding of class trends and individual learning levels. Benkyo-Kun supports each individual learner by offering a means to study through a convenient and easily accessible system, which targets users whose effective study habits are not yet established.
Masaaki Usami,Ichiro Takeuchi,Reiko Kyodo,Yuri Hirano,Kosuke Kashiwagi,Hiroki Fujikawa,Hirotaka Shimizu,Toshinao Kawai,Katsuhiro Arai 대한장연구학회 2022 Intestinal Research Vol.20 No.4
Background/Aims: Very early-onset inflammatory bowel disease (VEO-IBD), defined as IBD diagnosed in patients younger than 6 years, is a challenge for pediatric gastroenterologists. Although there have been reports regarding VEO-IBD in Western countries, those in Asia are still lacking. This study aimed to investigate the clinical features of Japanese VEO-IBD patients.Methods: Patients with VEO-IBD diagnosed between 2006 and 2019 were evaluated retrospectively. The disease phenotypes were classified into ulcerative colitis type (UC-type) and Crohn’s disease type (CD-type), and the clinical features and courses were compared between the phenotypes.Results: Overall, 54 VEO-IBD patients (19 patients with UC-type and 35 patients with CD-type) were evaluated. The median age at onset was 18 months. One patient had severe combined immunodeficiency (SCID), and 9 patients had monogenic IBD. Monogenic IBD was more prevalent in the CD-type patients with perianal disease (CD-type (PD)). The age at onset was significantly lower in the CD-type group (P<0.05). The most common initial symptom was bloody stools (70%), followed by diarrhea (63%), weight loss (24%), fever (20%), and perianal disease (20%). Excluding patients with SCID and monogenic IBD, 23 out of 44 patients (52%) required biologics. The biologics were switched in 11 out of 44 patients (25%), and the majority of these patients (82%) were in the CD-type group. Overall, 9 patients (20%) required intestinal resection or ostomy placement.Conclusions: CD-type tends to occur at an earlier age, and monogenic IBD occurs significantly more frequently in CD-type (PD). Disease severity and treatment should be individualized, owing to the disease heterogeneity.
Teacher-made Visual Aids and ARCS Theory
Masaaki Oki 영상영어교육학회 2013 영상영어교육 (STEM journal) Vol.14 No.2
It is becoming difficult for English teachers to teach using only printed matter such as a textbook; therefore, they often use visual aids such as DVDs, which are sometimes included with an English textbook. Moreover, students are accustomed to such visual aids in an English class. However, the DVDs packaged with a textbook may not enhance the presentation of lessons. This study, based on the pedagogical perspective of John Keller's ARCS theory, focuses on the development of an original visual aid that helps students understand the material and explains the essence of a movie that teachers wish to show their students. Using an original DVD as an aid allows teachers to tailor the content of these materials on the basis of their instructional needs. These aids are accessible, allowing learners to experience content traditionally presented in textbooks and movies. In addition, depending on how the teacher creates or uses the aid, it can save time by concisely presenting only the relevant points in a lesson. Visual aids created by teachers are rare in English lessons. This study of these teaching materials leads us to more progressive and informative multimedia teaching methods.
Effectiveness of using PowerPoint and movies in English and cross cultural studies
Masaaki Oki 영상영어교육학회 2009 영상영어교육 (STEM journal) Vol.10 No.2
The use of PowerPoint in presentations has become much more common recently, making presentations more interesting and understandable to audiences. There are several reasons why PowerPoint is a useful and effective tool. First, PowerPoint is not only visual but also dynamic, which means presenters can utilize a variety of animated as well as static images plus color and movement can be added to text. Second, brief portions of movies can be inserted within a presentation. Finally, the most important reason for using PowerPoint, is that more content can be presented in a limited time span. Presenters may have to spend more time in preparation, but, with the same amount of content, the length of a presentation is shorter than when it is given without using PowerPoint. So, why don’t teachers use PowerPoint more in their lectures? Could it be that it is too difficult to use PowerPoint? Or, that it takes too much time to prepare? Or, maybe they don’t know how to use it? In response to these points, the author would like to say that once you get the knack of it, you cannot help but use PowerPoint. This paper will show some ways of using PowerPoint for more effective teaching.