Pengembangan Perangkat Pembelajaran Matematika Kelas Rendah Berorientasi Model Pembelajaran Diskusi

This development was aimed at creating learning device for low level mathematics to increase the students\u27 participation and achievement through discussion learning model in Class A of the second semester of the Elementary School Teacher Education Department of Muhammadiyah University of Purwokerto of the academic year 2008/2009. The 49 subject takers was divided into 15 groups of 3 to 4 people. The procedure of developing the device used classroom action research. The action consisted of two cycles and took three months. Each cycle was done depending on the obtained improvement, design and the factor to be developed. The instrument which was used to get the data of participation and students\u27 response towards the lecture and the learning device was questioner, while he instrument to get data on students learning achievement were essay quiz, mid term test, and the end term test. The result was the device for learning low level mathematics, early-class learning material, students work, and increased learning participation. The learning achievement was still low which was due to their low ability in solving mathematical problem. Key words: Discussion learning model, participation, and mathematics learning achievement

A study on voluntary activities for teaching Japanese

This study investigates voluntary activities for teaching Japanese. Japan has approximately 1,000 volunteer groups for teaching Japanese. Most of the teachers in these groups are housewives and retirees. The main learners are repatriated war-displaced people, foreign wives of Japanese husbands, Japanese-Brazilians, and their children. The teachers not only teach Japanese but also help learners with various problems arising from their lack of Japanese ability and knowledge of Japanese customs. The learners and teachers build a relationship of emotional equality. This is very different from the situation in for-profit Japanese schools, where a vertical relationship is built between knower teachers and non-knower learners.論文 (Article

「日本語教師は食べていけない」言説 : その起こりと定着

　巷間、「日本語教師は食べていけない」といわれることがあるが、この言説が生まれたのは90年代初頭である。それ以前にも非常勤で日本語を教える人たちを指して同じようなことがいわれることがあったが、関係者の間に限られ広く流布されていたわけではない。いわれるようになった理由は、不法滞在者を防ぐために法務省が入国審査を厳格化した結果、数多くの日本語学校の経営が悪化、倒産・閉校が相次ぎ方々で教師の労働条件悪化が起きたからである。　その後、震災・サリン事件、アジア通貨危機、「10万人計画」失敗などが重なり、90年代の後半にはこの言説が日本社会に定着したものと思われる。それには、バブル崩壊後の日本社会全般の閉塞感・ニューカマー対象のボランティア日本語指導の広がりも雰囲気として作用したものと考えられる

Discourse analysis of explanation for word(s) given by JFL student teachers

　約70の日本語中上級の実習授業における語句・表現の意味説明の部分を談話分析し、以下の3点を明らかにした。　(1) 説明部分は、指導項目の取り出し、意味の解説、例の三つの部分からなることが多いこと。　(2) この順序で説明がなされると学習者の理解は容易だが、項目取り出しと意味の解説が隔たると理解が困難になること。　(3) 意味の解説・例ではティーチャー・トークが乱れがちな上、内容的に妥当性を欠く可能性が高いこと。　以上は教材内容や個別の指導項目を問わず中上級の実習授業に共通してみられる一つの傾向といえるが、これらの情報を実習生と指導教師が分かち合うことによってより望ましい指導技術の習得が可能になると思われる。ことに実習生の関心の中心はここでいう内容的妥当性にあるのが普通だが、それとともに(1)・(2)の視点を持たせることは今後の日本語教師養成において重要な課題となるであろう

A case study of teaching processes in an intermediate-level JFL course conducted by a student-teacher

Analyzing a practicum conducted by a JFL student-teacher, this paper discusses effective teaching processes for the explanation of phrases in intermediate-level JFL learning. The results demonstrate the following two aspects:1. In order to explain a phrase in the most comprehensible manner, explication of its meaning should precede description of its sentence structure.2. If it is necessary for information regarding the sentence structure to precede the meaning of the phrase, then the explanation can be made easy to understand if three conditions are in place:　a) information regarding the sentence structure proceeds quickly to the meaning;　b) the meaning is supported by appropriate examples in order to create a clear image in the students\u27 minds;　c) the meaning of the phrase is presented in the form of a sentence.論文 (Article