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日本語スタンダーズによる課題遂行型授業の展開 : 要旨
Permalink : http://hdl.handle.net/2115/73441
KEYWORDS : CEFR;言語構造的能力;言語行動目標;学生主体;社会とのつながり;科目間の連携;linguistic competences;target of language behavior;active learning;connections with society;cooperation between various subjects
Abstract
言語教育において、文法項目や語彙などの知識より、コミュニケーション力や言語運用力などが重視される変化とともに、CEFRに代表される「Can-do にもとづいた課題遂行」という考え方は、日本国内、国外を問わず幅広く周知されるようになってきた。各教育現場では、この考え方を取り入れ、機関独自のスタンダードの作成に取り組む動きが見られており、北海道大学でも現在「北海道大学日本語スタンダーズ」（以下「北大スタンダーズ」）をもとにしたカリキュラムが組まれている。本特集では、このような流れを受け、Can-do 形式によるシラバス構築における授業の手法、教材、評価などについて、具体的な活用事例を紹介しつつその効果と課題について概説する。全体は、前書きを除いて4つの個別論文で構成されており、すべての論文は、2018年11月23日に北海道大学で行われた日本語・日本語教育研修会での発表内容を加筆、修正したものである。まず、特集論文1．では、国際交流基金によって2010年より公開されている「JF日本語教育スタンダード」をCan-Doスタンダーズの一例として紹介し、これまで日本語教育の現場からの疑問と課題に対してどのような改善策を講じてきたかについて述べる。特集論文2．から4．は、実際に「北大スタンダーズ」にもとづいてシラバスが構築された日本語科目をいくつか取りあげ、それぞれの授業でCan-doをどのように明示化し、それぞれの教室活動にどのような形で取り込んでいるかについて述べる。
In the language Education, communication skills and ability in linguistic performance are now regarded as more significant than grammatical knowledge and vocabulary. The idea on “the ability to perform tasks based on the Can-Do standards” which CEFR is promoting, has become well-known at home and abroad. Each language institution is applying this idea for its teaching and tackling to create its own standards; Hokkaido University has organized the curriculum based on Hokkaido University Japanese Standards (HOKUDAI Standards). Considering this situation, this issue, consisting of the preface and four theses, introduces several case studies and overviews the effects and problems in the teaching methods, teaching materials and evaluations when creating syllabus using the Can-Do statements. The contents of all four theses were presented in the academic meeting on Japanese linguistics and Education held at Hokkaido University on November 23, 2018, and were revised for this issue. The Thesis 1 introduces The JF Standard for Japanese-Language Education, which was publicized as an example of the Can-Do statements in 2010 by The Japan Foundation, and explains how they solved the problems to improve their class. The Theses 2 to 4 pick up several Japanese classes whose syllabi are based on HOKUDAI Standards and describe how they realize the Can- Do statements in their class activities.
In the language Education, communication skills and ability in linguistic performance are now regarded as more significant than grammatical knowledge and vocabulary. The idea on “the ability to perform tasks based on the Can-Do standards” which CEFR is promoting, has become well-known at home and abroad. Each language institution is applying this idea for its teaching and tackling to create its own standards; Hokkaido University has organized the curriculum based on Hokkaido University Japanese Standards (HOKUDAI Standards). Considering this situation, this issue, consisting of the preface and four theses, introduces several case studies and overviews the effects and problems in the teaching methods, teaching materials and evaluations when creating syllabus using the Can-Do statements. The contents of all four theses were presented in the academic meeting on Japanese linguistics and Education held at Hokkaido University on November 23, 2018, and were revised for this issue. The Thesis 1 introduces The JF Standard for Japanese-Language Education, which was publicized as an example of the Can-Do statements in 2010 by The Japan Foundation, and explains how they solved the problems to improve their class. The Theses 2 to 4 pick up several Japanese classes whose syllabi are based on HOKUDAI Standards and describe how they realize the Can- Do statements in their class activities.
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