Search

各学校では、通学をして教育を受ける制度以外に、訪問教育や通信による教育などが実施されている。また、平成27年度からは、遠隔教育も可能になった。しかし、この制度は、高等学校及び特別支援学校高等部のみに限定されており、一部は文部科学大臣に申請をして認められれば可能になるなどの条件がある。 そこで、通学による教育以外の方法について総合的に整理し、義務教育段階での課題等も踏まえながら、今後の教育の在り方について考察をした。

In 2008, Japan High Degree of Information and Communication Network and Social Strategy\nHeadquarter(IT Strategy Headquarter) pointed out the following : internet technology is an effective way to promote distance education. Currently, as one of Japan's institutions of high distance education,the Open University of Japan provides college education opportunities for about 85,000 members of society every year. In 1999, The China Ministry of Education put forward in an Action Plan for the Revitalition of Education in 21st Centry that stated the following : distance education is the main means to construct a lifelong learning society. China Central Radio and Television University carries out distance education to the society.This paper is based on charting the development history of distance education in China and Japan, and pursues the effect which the Open University of Japan and the Central Radio and Television university of China have made in distance education practices : Meanwhile，it makes a further discussion on the project of the distance education in China and Japan.

The aim of this report is to reveal the feature of senior high school students in correspondence education. In Japan, 98% students after compulsory education enter senior high school. 5.3% of them are correspondence school students. Most of them has their experience of stopping going to junior high school and/or drop-out from a full-time senior high school. In about 10 years, this proportion is increasing. This is why there is few public organization for senior high school years students different from for compulsory school's students. This report includes the research of a private correspondence school in Kansai district. The school is considered as a typical correspondence school because this school was established in 1990's and mainly teenagers are accepted. This report says the analysis of the students who entered in April, 2006. The contents are how their attribution, their motivation for correspondence school, their view of study and their way of choosing elective subjects are. This research will be useful for understanding the actual students' conditions after their experience of stopping going to junior high school and/or drop-out from a full-time senior high school.

論文/Theses

近年、中国での日本語学習熱は非常な高まりをみせており、中国の日本語教育機関数、日本語教師数、日本語学習者数は、いずれも海外の日本語教育では上位に位置している。遼寧省は中国東北部の政治、経済、文化の中心地として、また歴史的な背景の関係で、日本語教育が盛んな地域の一つである。本論は中国遼寧省の学校における日本語教育の現状を報告し、日本語教育の理論という視点に基づき、日本語教科書、日本語教師、授業内容と教授法から現行の日本語教育のさまざまな問題点を分析し、今後日本語教育授業の改善について、異文化の紹介とコミュニカティブ・アプローチの運用を取り上げて、新しい授業形式を考える。

「遠隔教育(distance education)」とよばれるものには二つの種類がある。一つは、従来の通信教育(correspondence education)から漸進的に発展した遠隔教育であり、もう一つは、通信教育を出自とせず、メディアを利用してフェイス・トゥー・フェイスの環境をできるだけ忠実に再現しようとする遠隔教育である。この二つの遠隔教育の根本的な違いは、前者が、教育には対面教育と遠隔教育の二つの種類があって遠隔教育は対面教育とは異なる独自の教育形態であると考えるのに対して、後者は、教育は一つであって、遠隔教育はそれがたまたま離れて行われるだけで、独自の教育形態ではないと主張している点にある。前者を「自立学習型遠隔教育」、後者を「仮想教室型遠隔教育」と名づけることができる。マルチメディア技術の発達によって、対面教育(通学制の教育)と遠隔教育(通信制の教育)とのボーダレス化か論じられる中で、二つの遠隔教育の存在を認識し、その違いを十分に吟味することが、遠隔教育のみならず、今後の教育全体の在り方を考える上で重要である。, There are two kinds of "distance education,." One was originally developed from correspondence education, and the other emerged as a media to reproduce the face-to-face educational environment as faithfully as possible. The former breaks education down into two forms; namely, conventional face-to-face education and the essentially different unique form of distance education. The latter, on the other hand, emphasizes that education is essentially the same wherever it is conducted, and thus, that distance education is merely the same activity conducted at a distance and not a distinct or unique phenomenon. These different styles of distance education can be paraphrased as "distance education in an independent study style" and "distance education in a virtual classroom style." As the boundaries between face-to-face education and distance education become less distinguishable due to the development of multimedia technologies, it will be very important to recognize these different styles of distance education and fully distinguish the differences between them in order to consider not only distance education, but the all of education hereafter.

rights: 社団法人照明学会rights: 本文データは学協会の許諾に基づきCiNiiから複製したものであるrelation: isVersionOf: http://ci.nii.ac.jp/naid/20000848689/