The Japan Foundation Repository / 国際交流基金リポジトリ
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Designing Textbook Based on Can-Do : Developing “Marugoto : Japanese Language and Culture (Intermediate B1)”
Get PDF本稿では、JF 日本語教育スタンダード準拠教材『まるごと 日本のことばと文化』の『中級１』、『中級２』の制作過程で取り入れた、課題遂行型の学習デザインについて述べる。具体的には、CEFR におけるB１レベルの特徴を前提としながら、初めに言語行動を、学習者の興味や日本語使用場面を考慮したうえでCan-do として記述し、これを学習の到達目標として設定し、その達成に向けて教室での学習をデザインする、という手法である。この教材開発の手法を通じて、語彙や文型・文法といった言語知識を教材開発の柱にするのではなく、「実際の場面で何ができるようになるのか」というCan-do で示される課題遂行を出発点として、学習をデザインし、教材化することの意義を論じることが、本稿の目的である。This report introduces a task-based learning design, which is adopted in the development of the coursebooks “Marugoto : Japanese Language and Culture” Intermediate 1 and 2, based on the JF Standard for Japanese-Language Education. The method is as follows : taking the aspects of CEFR B1 level into account, first we described the learner’s language activities as Can-do statements, considering their interests and situations in which they use Japanese. Then we set these Can-dos as a target of learning, and designed classroom learning components aiming towards the achievement of the target outcomes. The purpose of this report is to assert the effectivity of the task-based learning design in developing teaching materials, which start from Can-do statements as “after the class what kind of tasks you can accomplish in real situations”, rather than a knowledge-based design based on grammar and vocabulary.departmental bulletin pape
Difficulty of Conversion to Japanese−Language Education as the Second Foreign Language from One as the First Foreign Language : An Interview Research with Chinese Middle and High School Teachers and Future Prospects
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“Can-Do for Young Learners” in Brazilian Primary Schools : A Theoretical Framework of Japanese Education for Global Citizenship
Get PDF近年ブラジルでは、公教育下の初等教育段階の日本語学習者が増加しているが、「カリキュラム不在」「言語と文化の関連がない」「教育理念と授業の一貫性がない」「現場で使えるツールがない」という問題が顕著化してきた。そこで、サンパウロ日本文化センターでは、上記問題の解決を目指し「子どもCan-do」の開発を開始した。この「子どもCan-do」は、言語能力だけではなく、言語教育の源となる教育理念を起点に、それを体現するための認知的、社会的スキル、言語及び文化的能力記述文の総称である。「子どもCan-do」は、ブラジル教育制度に基づいて、学校の教育理念と一貫性がある言語教育によって子どもの様々な能力が促進できること、現場の教師が学習者の状況に即して能力記述が立てられるツールとなることを目指している。本稿では、「子どもCan-do」の開発の経緯、理論的枠組み、構造とテンプレート、および活用方法を報告する。The number of Japanese language learners (aged 6 to 10) in Brazilian primary schools has recently increased.This has revealed a number of problems such as “Lack of annual curriculum”, “Lack of connection between language and culture”, “Lack of coherence between educational aims and classroom learning”, “Lack of teaching materials”. Our new initiative at the Japan Foundation in São Paulo – Kodomo Can-do (Can-do for Young Learners) − aims to address these issues. Kodomo Can-do is not just a descriptor of language ability, but it is designed to integrate educational aims, cognitive and social skills and language and cultural ability. Based on Brazilian educational system, our objective is to support the Japanese language programme in schools to enhance and develop the abilities of young learners by offering Kodomo Can-do as an educational tool which aligns educational aims and learning activities in a way which is accessible to teachers working in schools. This article introduces the background, theoretical framework and the method of developing the structure with a template. The article also covers a plan for a potential future extension of the project.departmental bulletin pape
Development of Government Designed Textbook for Primary Education in Vietnam
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