就職のための日本語授業における協働学習の活用 -「自己分析」構築に着目して-

Abstract

This study provides practical report on utilization of cooperative learning in Japanese class for job hunting in two universities in Korea for two years. Previous Japanese classes related to business mostly taught honorific expressions required at workplace but classes in this study introduce ‘self-analysis’ stage to succeed in getting a job. In addition, for effective self-analysis classes were designed with a focus on cooperative learning taking into consideration of conceptual component of cooperation which are ‘equality, discussion, creativity, process, and reciprocality’. 　The student survey showed that 95% of the students responded ‘very satisfied’ or ‘satisfied’ for self-analysis through pair groups. Also, many students responded that advice received from their partners helped so utilizing viewpoint of another person for self-analysis proved to be effective and feasibility of cooperative learning was verified. On the other hand, some were dissatisfied with the method of forming groups, some would rather receive advice from a teacher rather than students. It was revealed that the teacher should lead the learners by accurately explaining the meaning and purpose of cooperation and specifying the order by taking into consideration of the purpose and meaning of activities. Recognizing the fact that the role of a teacher is important for successful cooperative learning with high impact and satisfaction, the future task is to introduce cooperative learning with higher educational effects.