Lectures can bring us more effective outcome when the teacher's own attitude about philosophy of education and the attitude of a student coincide. The attitude determines not only the teaching method of a teacher but the basis of studying behavior of ...
Lectures can bring us more effective outcome when the teacher's own attitude about philosophy of education and the attitude of a student coincide. The attitude determines not only the teaching method of a teacher but the basis of studying behavior of a student, therefore the efficiency of learning depends on how well the educational philosophic attitude of a teacher and the attitude of a student coincide. Moreover the discord between student's attitude to learning Japanese and a curriculum can affect the efficiency of studying. I will investigate that a curriculum which determines teaching method and direction of textbooks is satisfying various tastes of learners.
This study compared 571 learners who are learning Japanese and 50 Japanese teacher through a questionnaire, and also investigated how well the 2007 revised curriculum reflected the attitude of learners. Initially, the followings are what we can see from the learners' attitude toward learning Japanese.
First of all, when it comes to the pronunciation, accuracy, studying tools, vocabulary and grammar, high schoolers regard them more importantly than middle schoolers, and women learners do more than men.
Secondly, about the 4 skills of language, middle, high schoolers, men, and women learners all have the same thought that speaking and listening skills are easier than reading or writing skill thus speaking and listening skills need to be the first part to be studied.
Thirdly, about the ability of language acquisition, both middle and high schoolers think that the younger a learner is the easier he can acquire Japanese and that the relationship between other subjects and Japanese is extremely low and that Japanese is not hard to learn.
Fourthly, high schoolers, especially almost all of the foreign language high school students, rather than middle schoolers and women rather than men want to speak
Japanese proficiently whereas all of them have a scarce chance to speak Japanese in class.
Fifthly, middle and high schoolers and both sexes take a positive view of the necessity of the classroom activities(doing with a partner) and cultural lessons, and they answered that they were in favor of Japanese grammar explained in Korean.
Overall we can say that high schoolers rather than middle schoolers and among high schoolers especially the foreign language high school students who study Japanese more technically show active, participant attitude with much more enthusiasm and affection about Japanese class. At the same time, women show more active will to participate in class than men.
Next, what we can derive from the comparison between teachers' and learners' attitudes are as followings.
Firstly, teachers and learners almost coincide when it comes to the proficiency of Japanese pronunciation, order of 4 skills of language, language acquisition ability of Korean people, willingness to communicate in Japanese, room for learning Japanese, comprehension of grammar, partner activity, language acquisition according to ages, learning grammar, characteristics of Japanese, practice on patterns, and classroom activity.
Secondly, teachers' and learners' attitudes hardly coincide about acquisition ability of Japanese, culture, studying tools, accuracy, and communication.
Lastly what can be seen from the comparison between the attitude of learners and the 2007 revised curriculum are as followings.
Firstly, in comparison between attitudes of middle schoolers and academic, technical high schoolers and the curriculum, error correction doesn't accord.
Secondly, in comparison between attitudes of middle schoolers and academic, technical high schoolers and the curriculum, even if learners could understand Japanese roughly and act but they think they didn't learn Japanese actually, which is far from the curriculum's original objective.
Thirdly, in comparison between attitudes of academic, technical high schoolers and the 2007 revised curriculum, the chance that learners take part in class doesn't accord.
Fourthly, in comparison between attitudes of the foreign language high schoolers and the curriculum, there is discord between the actual process of Japanese class and the learner-oriented class process.
From above, we found the results from comparison among the attitude of middle and high schoolers and both sexes toward learning Japanese and the attitude of teachers and the 2007 revised curriculum. Based on these results, we can design classes for better Japanese education that is adequate to the learner-oriented curriculum. By this study, we can confirm the curriculum that Ministry of Education, Science and Technology made, and the attitudes of teachers and learners, therefore we intend to enhance the effectiveness of Japanese education at the actual educative site by analyzing problems resulted from dissimilarities.
，韩语论文范文，韩语论文 |
