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グローバル化と国内の超高齢化・少子化が同時進行し、日本社会の様々な領域において 人材不足と人材のグローバル化が進みつつある現在、教育現場においても、異文化や多文 化共生社会への適応が意識的に求められる時代である。本稿は留学生にとって異文化であ る日本語・日本文化・日本社会への理解を育む国際ゼミにおいて、異文化理解の理念に基 づき、如何に他文化の理解と同時に自文化を相対化し、相互の理解に結びつける契機とす ることができるか、また、日本人学生との共修活動が日本人学生および留学生双方の異文 化理解力（intercultural competence）に影響を及ぼすかを検証するものである。 This paper indicates the effects of cross-cultural communication education on both international students and Japanese students, who will be living in a society with increasing opportunities for contact with people with diverse cultures. In the formation of such a society, cross- and intercultural-understanding is considered essential to help understand and respect each other. Through some cross-cultural activities in an international class collaborated with some Japanese students, we discuss how effectively they are stimulated to understand other cultures and also understand their own culture and values better.

This paper focuses on the importance of teaching English rhythm to Japanese learnersof English, especially from the viewpoint of the information structure and meaning toconvey. It outlines the differences between Japanese and English pronunciation, phoneticstructures, rhythm and information structures. It shows that it is very important for Japanesecollege students learning English to recognize that rhythm and intonation can convey meaningin English. Also it shows a practice in class to learn English rhythm effectively by using variousfunctions provided through the CALL system.

In 2004, Yokohama National University began a program of coupling School-Wide General Education Student Course Evaluations with School-Wide General Education Course Improvement Plans, as an approach toward improving the quality of education and each of the courses offered by the University. Since the project's inception there has been a very enthusiastic response from both faculty and students. Of all the course offerings included in this project from the University's current programs, Foreign Language and Physical Education courses have received the highest ratings, and all other course offerings have not been far behind. Evaluation issues included "Instructor's Style of Speaking, " "Instructor's Use of the Blackboard and Demonstrations, " "Course Syllabus" and "Method of Evaluation." Other issues were "Level of Course Subject Matter, " "Knowledge and Bearing of the Instructor toward the Course Subject Matter" and "Recommendability of the Course." From the coming school year (2006) it will be possible to put into practice what these evaluations have reflected, as a way of determining each programs' course offerings. In addition, the ability to use the information provided over the term of this project will produce a better level of accountability regarding teaching practices, and will serve as a means for self-development within the terms of that accountability. In order for this level of accountability to be achieved and the capabilities of this project to be fully realized, there must be a balanced system of administering both Student Course Evaluation and Course Improvement Plans. Furthermore, in order to bolster Course Evaluations and Faculty Development, there must be a plan for perpetuating this system.

application/pdf, 論文(Article)

application/pdf, 論文(Article)

We discuss how a property of some region is propagated to other regions. We propose a system called SRCC that enables the integration of spatial and semantic data. SRCC can represent the relative positions of regions, properties that hold in some regions, semantic relation between regions, and so on. We define the model and describe an algorithm that checks for the existence of a model for a given set of formulas based on this model. We prove the soundness and completeness of the algorithm and apply it to an example that inspects the causality of contamination in 2D space.

In 2004, Yokohama National University began a program of coupling School-Wide General Education Student Course Evaluations with School-Wide General Education Course Improvement Plans, as an approach toward improving the quality of education and each of the courses offered by the University. Since the project's inception there has been a very enthusiastic response from both faculty and students. Of all the course offerings included in this project from the University's current programs, Foreign Language and Physical Education courses have received the highest ratings, and all other course offerings have not been far behind. Evaluation issues included "Instructor's Style of Speaking, " "Instructor's Use of the Blackboard and Demonstrations, " "Course Syllabus" and "Method of Evaluation." Other issues were "Level of Course Subject Matter, " "Knowledge and Bearing of the Instructor toward the Course Subject Matter" and "Recommendability of the Course." From the coming school year (2006) it will be possible to put into practice what these evaluations have reflected, as a way of determining each programs' course offerings. In addition, the ability to use the information provided over the term of this project will produce a better level of accountability regarding teaching practices, and will serve as a means for self-development within the terms of that accountability. In order for this level of accountability to be achieved and the capabilities of this project to be fully realized, there must be a balanced system of administering both Student Course Evaluation and Course Improvement Plans. Furthermore, in order to bolster Course Evaluations and Faculty Development, there must be a plan for perpetuating this system.

application/pdf, 論文(Article)

application/pdf, 論文(Article)