アクティブラーニングを取り入れた教養日本語授業 - 二つの大学での教養日本語授業の実践研究からの提案 -

Abstract

Recently, university education focuses more on "what students become able to do", rather than "what teachers teach". Indeed, it is not much of an exaggeration to say that "learner-centered education" represents the values of university education today. Learner-centered education emphasizes a new form of class which induces learner's active learning, instead of the conventional teaching method where knowledge is simply imparted by a teacher to students. This style of class can help obtain rather professional knowledge and improve the practical use of such knowledge. It is also known to be able to develop linguistic techniques through such a process. In fact, most elective classes in universities have been based in an "one-way communication from the teacher to students". While there exists a great deal of research on student-centered class for key subjects, it is not easy to apply the method to elective courses, not least because of differences in class size, curriculum, as well as school system. This paper argues that active learning methodology that can help students think about and deal with problems by themselves does not only enhance efficiency in learning, but also develop students' self-study and learning capabilities to work things out on their own. Also it represents a significant educational viewpoint as it encourages learners to have self-confidence in study. This is why the author introduced this teaching method to a general Japanese language class. It is the author's view that developing the four functions of Japanese language according to learners' needs within a tight schedule for elective courses is also part of what is expected of Japanese language instructors. The author taught active-learning-based classes at a technical college and a four-year-course college in Korea and has found that a problem-solving-centered class could lead to help students "find an answer through thinking" in the process, and consequently, that it could achieve a better quality of learning "know-how". As a conclusion, this paper argues that for a PBL class to become more effective with an active learning method, a phased and gradual adoption is highly important, especially for general Japanese language classes. Thus, the author suggests the new method as an effective way of teaching based on the field report.