日本語ディスカッション授業におけるPBL教授法の開発研究 ―韓国のI大学における実践を中心に―
Developing PBL Teaching Methods for Japanese Discussion Classes: Practical Implementation at a Korean University
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近年、外国語教育の分野では学習者の主体的な参加を促すアクティブ･ラーニングが注目されており、なかでもPBL(Problem-Based Learning)は言語運用力とともに批判的思考力や協働性などの21世紀型スキルを育成する教育手法として高く評価されている。しかし、日本語ディスカッション授業にPBLを本格的に導入した体系的な実践報告は現時点では確認されていない。 本稿では韓国のI大学において中上級日本語学習者を対象に開講された「日本語ディスカッションとプレゼンテーション」という授業において、PBL手法の導入と教授法の開発を目的とした実践を行い、その教育的効果と課題について検討する。本授業では「青年ベーシックインカム」や「週4日勤務制度」といった現代社会の複雑な課題をテーマとし、PBLの四段階モデル(問題提示、情報収集･分析、解決案の策定、討論･評価)に基づいた討論活動を実施した。 その結果、学生の日本語表現力や自己効力感の変化が見られた一方、役割分担や準備負担といった課題も明らかとなった。本稿ではこれらを踏まえ、内省の詳細分析を除いた範囲でPBLの活用可能性について考察する。
Abstract
Active learning approaches promoting autonomous engagement have attracted increasing attention in foreign language education. Among these, Problem-Based Learning (PBL) has been recognized as an effective instructional method for fostering language proficiency and 21st-century skills such as critical thinking, collaboration, and self-reflection. However, well-documented cases of systematic PBL implementation in Japanese discussion classes are virtually non-existent. This paper presents a practice-based study conducted in a Japanese discussion and presentation course at a university in South Korea. A PBL-based teaching method was developed and implemented for intermediate-to-advanced Japanese language learners. In this course, students discussed real-world social issues such as “Youth Basic Income” and “the Four-Day Workweek.” Discussion activities were conducted according to the four-phase PBL model, consisting of problem presentation, information gathering and analysis, solution proposal, and discussion and evaluation. The results demonstrated improvements in the learners’ Japanese expressive abilities and enhanced self-efficacy in discussions. However, challenges were also identified, such as difficulties in role allocation and the burden of preparation for course activities. Signs of metacognitive development were observed in learner reflections, and a detailed analysis of these observations will be conducted in a separate study. Drawing on this classroom implementation, this paper considers the pedagogical implications and practical possibilities of applying PBL to Japanese language education.