- 期刊
地方学、日本語教育、オンライン国際交流の連結－大学の社会的貢献に向けて－
地方學、日語教學、跨國線上交流的連結：邁向落實大學社會責任｜Fulfilling the University Social Responsibility through Collaboration in Local Studies, Japanese Language Education, and Virtual Exchange
摘要
地方学は地域に根差した研究と実践である。地元指向型プロジェクト学習（LOPBL）は地元に焦点を当てて展開するアクティブ．ラーニング型日本語教学法である。一方、VEとは異文化背景を持つ人々との国境を越えたオンラインによる協働や交流を指す。本研究では、これら３つを連結する意義と効果を探った。その結果、これらが有機的に結びつくことで持続的な発展サイクルが生まれると同時に、学際．学学．産学官及び国際連携など多方面の連携を作り出し、教学．研究．実践の距離を縮め、大学の社会的責任（USR）を実現する道筋となることが分かった。これは教員及び大学の価値を高めるものである。日本語教学からみれば、この連携を通して教員．学習者．地域の連携が深まり、学習者が自己の文化を日本語で発信する訓練ができるという利点が見いだせる。ただ、本研究で取り上げた教育の主対象は、本学で日本語を2年以上学んだ中上級学習者であり、日本語レベルや地元への馴染みがより低い者に対して同様の効果が得られるかどうかは不透明だ。また、VEの時間的制約からそれに参加できない学習者をどう評価するかや、通信環境が不十分な学習者をVEでどのように支えるかといった課題が残る。
並列摘要
地方學是以本地為基礎的研究與實踐，LOPBL是以本地為主題的專題導向日語教學法，VE則是指與來自不同文化背景的學生進行跨國線上協作與互動。本研究探討將這三種方法連結起來的教學效果。研究結果發現，透過將三者互相連結起來，形成一個可持續發展的循環模式:學生能將地方學的見識活用在LOPBL中，並將本地資訊透過VE傳播給海外學生，同時也深化自己的學習和創造新的見識，進而將新見識回饋到LOPBL，再將LOPBL的見識回饋到地方學。三者的連結還可以建立多方面的合作關係:例如跨學科、跨校、產官學以及國際合作，縮短教學、研究和實踐之間的距離，向落實大學社會責任邁進，進而增加教師與大學的價值。從日語教學的角度而言，它能加深師生與當地社區的合作，訓練學生用日語解說自己的文化。不過，本研究的教育目標群體是在本地大學裡學習了兩年以上日語的中高級學習者，仍需要探討對於沒那麼熟悉本地情況或日語水準較低的學習者可否期待同樣的效果。另外，還有一些問題需要解決;如有些學生因VE的時間限制而無法參與這項活動，教師要如何評估他們的學習，以及如何對電信環境不佳的學習者支援VE活動等。｜Local studies are locally oriented research and practice, while Local - oriented Project-based Learning is an approach to teaching and learning Japanese with a local focus. VE is cross-cultural online collaboration and interaction with students from different cultural backgrounds. This study examines the significance and effectiveness of linking these three approaches. The results revealed that by linking the three approaches, a sustainable development cycle is formed for students, faculty, and the university. The linkage of the three can also bring teaching, research, and practice closer together to establish multifaceted partnerships, such as interdisciplinary, inter-institutional, industry-government-academia, and international collaborations, and to move toward the realization of university social responsibility. From the viewpoint of Japanese language teaching, it can deepen the cooperation with local communities and train learners to explain their own culture in Japanese. However, there are some issues that still need to be addressed, such as how to assess the learning of students who are unable to participate in VE, and how to support VE activities for learners in poor telecommunication environments.｜Local studies are locally oriented research and practice, while Local - oriented Project-based Learning is an approach to teaching and learning Japanese with a local focus. VE is cross-cultural online collaboration and interaction with students from different cultural backgrounds. This study examines the significance and effectiveness of linking these three approaches. The results revealed that by linking the three approaches, a sustainable development cycle is formed for students, faculty, and the university. The linkage of the three can also bring teaching, research, and practice closer together to establish multifaceted partnerships, such as interdisciplinary, inter-institutional, industry-government-academia, and international collaborations, and to move toward the realization of university social responsibility. From the viewpoint of Japanese language teaching, it can deepen the cooperation with local communities and train learners to explain their own culture in Japanese. However, there are some issues that still need to be addressed, such as how to assess the learning of students who are unable to participate in VE, and how to support VE activities for learners in poor telecommunication environments.