A Trial of University Class to Foster Cross-Cultural Competence between Korea and Japan : Peer Learning Activities in Classroom
10.21808/KJJE.50.07
1. はじめに 2. 用語の概念及び先行研究 3. 韓日の異文化理解力を育てる大学授業の試み 4. おわりに ◀参考文献▶
本研究では、韓日異文化理解力を育てるための大学授業の試みとして、教師中心から学習者中心へと転換し、ピア·ラーニング活動を取り入れ、その実践を報告した。本授業に取り入れた活動の課題は「違いを見つけましょう」であり、活動の手順を簡単に示すと、以下の通りである。 (1) 活動の導入目的と到達目標を説明し学習者と共有する (2) 三人一組でグループを組む (3) グループ別に、各々のテーマを探る (4) グループ別に、各々のテーマに関する理解を深める (5) グループ別に、各々のテーマに関する意見をまとめ、発表の準備する (6) グループ別のテーマについてグループ発表を行い、クラス全員で話し合う 本授業のピア·ラーニング活動では、同一のテーマについて「三人グループからクラス全員へ」と話し合いを広めていくことにより、プロトタイプ化を体験し、それに気づき、繰り返しその多様性の実態を学習者自ら捉え直すことを狙った。ピア·ラーニング活動に対する学習者の評価からは、ピア·ラーニング活動の目標を到達したこと、「文化」や「異文化」に関する認識を変えることができたこと、ピア·ラーニング活動が学習目標達成度や満足度の向上にも効果的であったこと、などが明らかとなった。だが、韓国人学習者には日本人学習者の控え目な態度が否定的に見受けられ、授業の満足度にネガティブな影響を及ぼしていることが浮彫りとなった。「仲間との活発なやりとり」があってはじめてピア·ラーニング活動が行えるだけあって、日本人の学生の控え目な態度を積極的な態度に切り替えるための工夫は、欠かせない今後の課題であると言えるであろう。
In this research, as a trial of University Class to foster Cross-Cultural Competence between Korea and Japan, we switched from teacher-centered to learner-centered, incorporated peer-learning activities, and reported on the practice. The issue of peer learning activities incorporated in this lesson is “Let's find the difference”. The procedure of the peer learning activities in this lesson is as follows. (1) Explain the purpose of introduction and the goal of the activity and share it with the learners. (2) Form a group of three people (3) Explore group-specific themes through group activities (4) Deepen understanding on the theme of each group (5) Summarize opinions on themes by group and prepare for presentation (6) Make a group presentation on group-specific themes and discuss with all class members In the peer learning activities of this lesson, students spread the discussion of the same theme from “three- person group to all the classes”, and experienced the prototype, and were reminded of it. We aimed to reconsider ourselves. As a result of the activities, peer learning activities have enabled Korean and Japanese learners to change their perceptions of “culture” and “Cross-Culture”, and have been effective in improving their learning goals and satisfaction. It became clear that they recognized the necessity of introduction into the class. However, Korean learners have a negative opinion of the humble attitude of Japanese learners. It has been confirmed that this has a negative effect on the satisfaction of Korean learners in class. Only when there is ‘active exchange with peers’ can peer-learning activities be performed. The challenge for the future is to switch from the humble attitude of Japanese students to a positive attitude.
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