記述問題、必要漢字と決まり文句まとめ |
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地域の日本語教室 |
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日本に来たばかりの日本人配偶者 |
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基礎 |
期待 |
学習者 |
指摘 |
段階 |
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会話の相手は、夫の家族、夫の会社の同僚や仲間、上司。 |
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近所の住民、子供がいれば学校の教師やほかの子供の保護者との会話能力が必要 |
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訂正 |
推敲 |
雰囲気 |
指導 |
当該 |
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未習語でも、そのまま授業では教える方が良い。 |
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余り精神的負担にならない様に留意する。 |
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過程 |
支援 |
反論 |
慎重 |
状況 |
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実習語が出てきた場合の、確認できるストラテジーを身につけさせる。 |
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大学院進学目標の学習者 |
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把握 |
提示 |
不可欠 |
語彙 |
理解 |
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資料や情報などのリソースの探し方などを学ぶ必要がある。 |
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大学院では何を研究したいか自分で決める必要がある。 |
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影響 |
優先 |
支障 |
基盤 |
避ける |
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必要な情報を集めて分析をして、論文にする力が必要である。 |
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決定に必要な情報を集めて、情報を悲観的に検証する力 |
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継続 |
添削 |
根拠 |
興味 |
推奨 |
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自分の思考や判断を客観視するメタ認知力などが必要。 |
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学習者の自立性教育がキーワードになる |
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流暢 |
配慮 |
規範的な表現 |
否めない |
勧める |
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中上級者の学習者 |
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当該学習者 |
今回のケースは |
以上を踏まえ |
視野を広げる |
取り除く |
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プロジェクトワークなので『学校紹介ビデオ』の作成などの授業が可能 |
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シナリオ、撮影、監督など、役割分担が必要で、リーダーは必要だが、 |
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当該表現 |
自立的学習態度 |
以上のことから |
慎重さを求める |
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負担が偏らない様に考慮する必要がある。 |
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協働学習的な協調ができない学習者は、個別に話をする、教室で |
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この設問の状況において〜を選択する。〜と考える。(断定する) |
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協働学習の目標の再確認などの方法がある。 |
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要望を取り入れ、「 」的な対応もするが、基本Bの教え方を維持する |
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初級の学習者 |
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口頭練習などでも、ミムメム練習などを繰り返して口を慣らす。 |
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〜は控えた方がよいと考える・〜するのが望ましいと考える。 |
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ロールプレイなどは厳しい。 |
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明示的な教え方の方が早い |
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対象者の状況説明を入れる。 |
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この学習者は初級レべれるなので〇〇〇に留意すべきである。 |
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この学習者は中級レベルなので△△△ができると期待できる。 |
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この学習者は生活者としての日本語の習得が必要である。そのため |
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カウントは明確な時だけにしないと、文章がねじれる。 |
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第一に、第二に、第三に・・ 1点目は、2点目は、3点目は・・・ |
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一文一義で書くこと。【国語に関する世論調査】 |
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問題例文1 |
授業における作文の取り扱い方 |
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日本の高等教育機関への進学を希望する留学生対象の日本語クラスで、中級レベルの作文の授業を |
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(学習者は6名程度)を担当することになった。この授業では、書いた作文を推敲することを重視 |
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流暢 |
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している。あたなは、この教室活動の中で、間違いの指摘及び訂正をどのように扱おうと考えるか。 |
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理由となる考えと共に、400字程度で記述せよ。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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「間違いの指摘及び訂正をどのように扱うか」「理由となる考えと共に」書く |
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A条件 |
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日本の高等教育機関=大学進学=アカデミックジャパニーズが必要になる |
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中級レベルの学習者=基本的な日本語は理解ができる。学習者同士の指摘も可能と考える |
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学習者6名のクラス=教師の目が届きやすい。時間的に余裕がある。 |
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B分野 |
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アカデミックライティング=論文系を対象としていて、方法論的には、プロセスアプローチ |
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の方式での授業。ピア・レスポンス、協働学習を取り入れながら、問題点の指摘及び訂正 |
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1 |
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8 |
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14 |
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15 |
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16 |
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17 |
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18 |
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19 |
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20 |
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主張 |
間違いの指摘及び訂正について、私は〜と考える |
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理由 |
3つの理由として、1つ目は、2つ目は、3つ目は、 |
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反論 |
1つ目の点において、こういう問題点も考えられるが、このように解決する |
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主張 |
以上のことから、間違いの指摘及び訂正について、私は〜と考える |
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問題例文2 |
誤用の扱い方 |
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問題例文 |
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学習者から「『はしるのがすごい速い』の『すごい』は辞書にない使い方なのに、日本人が使っているのを聞きます。 |
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私はこの使い方をしても大丈夫ですか」との質問を受けた。この質問を授業で取り上げる場合、あなたは、 |
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どのような方針で扱おうとかんがえるか。理由と共に、400字程度で記述せよ。その際、理由の一部として |
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「すごい」の使い方について、文法的な説明を加えること。 |
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問題文の正確な理解 |
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問題文の正確な理解 |
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優 |
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@何について意見が求められているのか |
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@何について意見が求められているのか |
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『すごい速い』の『すごい』を授業でどのような方針で扱うか。 |
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A条件 |
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文法的な説明を入れる。 |
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A意見 |
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『すごい』は形容詞。『すごく』が副詞。『すごい』の形容詞を副詞のように使っている誤用である。 |
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B意見 |
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文法的には間違いがあるが、意味理解的には支障を来たさない誤用である。 |
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意味理解ができるように説明はするが、使用することは勧めない。 |
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B反証 |
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使用をする場合は、公的な場所では使わない様に、目上の人には使わない様に注意喚起をする。 |
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1 |
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20 |
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1 |
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1 |
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2 |
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1 |
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3 |
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2 |
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4 |
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5 |
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4 |
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6 |
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5 |
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7 |
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6 |
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8 |
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7 |
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9 |
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8 |
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10 |
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9 |
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11 |
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10 |
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11 |
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13 |
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12 |
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15 |
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16 |
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15 |
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17 |
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16 |
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18 |
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17 |
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19 |
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18 |
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20 |
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20 |
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主張 |
『すごい速い』は理解ができるように指導をするが、使うことはしない様に勧める。 |
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理由 |
『すごい』という形容詞を副詞的に使っているので、正式な場面には向かない |
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主張 |
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反論 |
日常生活の中で聞くことはあると思うので、理解できるようには指導をする。 |
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理由 |
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主張 |
『すごい速い』は理解ができるように指導をするが、使うことはしない様に勧める。 |
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反論 |
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問題例文3 |
地域方言を教えるか否かと標準アクセントの重要性 |
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主張 |
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生活者対象の地域ボランティア教室で、地域方言を指導するかどうかの議論になった。これについて、 |
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あなたの考えを400字程度で書いてください。その際に日本語教育における「標準アクセント」の重要性に |
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ついても言及すること |
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※私がボランティアで教えるクラスでは、 |
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問題文の正確な理解 |
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文章が足らないときの補足に使える |
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@何について意見が求められているのか |
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地方方言を指導するかどうかの意見を述べる |
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A条件 |
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地域のボランティア教室=進学目的ではない。地域密着型の学習者である。 |
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標準アクセントの重要性。=日本のどこに行っても問題なく通じる。 |
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B分野/意見 |
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基本は東京アクセントで教えつつ、地域方言も使えるように指導をしていく。 |
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問題点としては、時間が掛かる。地域に溶け込むためには、方言の習得は必要不可欠である |
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3 |
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7 |
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9 |
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15 |
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16 |
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20 |
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主張 |
地域方言は、標準アクセントで教えた後に指導をしていくべきだと考える |
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理由 |
生活者対象のクラスなので、生活に密着をした方言は必要不可欠である。 |
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反論 |
標準アクセントも並行して教えないと、日常テレビや新聞をみる学習者が混乱する。 |
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主張 |
地域方言は、標準アクセントで教えた後に指導をしていくべきだと考える |
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問題例文4 |
話せない学習者の原因と具体的な改善策 |
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あなたが務める日本語教育委機関で、初級の学習項目(語彙、文型、表現など)がある程度定着している |
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にもかかわらず、ほとんど話せない学習者への対策を話し合う機会がありました。可能性として原因がどこにあると |
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考えるかと、それを改善するための具体策を400字程度で述べてください |
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※私がボランティアで教えるクラスでは、 |
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問題文の正確な理解 |
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文章が足らないときの補足に使える |
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@何について意見が求められているのか |
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初期学習は定着しているが、話せない学習者の原因と具体的な解決策 |
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A条件 |
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初級のクラス=まだ雰囲気に慣れていない。情意的な問題も考えられる。クラスの雰囲気に気を付ける |
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初級の学習項目はある程度定着をしている=発話機会を増やすのが良い。 |
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ロールプレイをして発話の機会を増やす。 |
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B分野/反論 |
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発話を強制しすぎるのは、学習者の意欲を失わせる可能性もあるので、話したくなる |
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ロールプレイには、学習者が興味を抱ける内容を選択するなどの工夫が必要である。 |
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1 |
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6 |
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8 |
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9 |
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11 |
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15 |
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16 |
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17 |
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20 |
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主張 |
学習者が話せない可能性には発話の経験不足、もしくは、人前での発言が恥ずかしい。 |
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理由 |
具体的な対策としては、ロールプレイ、ペアでの発話練習などが考えられる |
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反論 |
原因の解析が必要である。 |
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主張 |
原因をきちんと理解しつつ、発話を増やすロールプレイなどを実施していくことが望ましい。 |
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問題例文5 |
ルーブリックと点数化についての意見を言う |
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大学におけるスピーチのテーマの授業(上級レベル)における評価方法として、ルーブリックを活用する方法と |
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点数化して示す方法が提案されました。あなたはどちらを選択しますか。その理由とともに、ルーブリックの特徴に |
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ついて触れながら、400字程度で記述してください |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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スピーチの授業において、評価方法にルーブリックを使うか、点数化するかを述べる |
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A条件/意見 |
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ルーブリックの特徴を述べる |
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上級クラスのスピーチ:自己評価もできる:教師と評価機銃を共有することができる。 |
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クラスの人数にもよるが、多くの生徒の中で順位をつける必要がある場合などなら点数化が良いと |
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考えるが、生徒のスピーチに対する詳細な能力の判定にはルーブリックが良い。 |
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B分野/反論 |
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点数化をする場合、評価基準をきちんと事前に取り決める必要がある。 |
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教師の主観的な判断が入りやすい。 |
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ルーブリックの方が学習者に良かった点と、悪かった点の説明がしやすい。 |
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5 |
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6 |
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7 |
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8 |
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13 |
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15 |
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16 |
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19 |
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20 |
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主張 |
上級のスピーチのクラスでは、学習者も自己評価ができると考えるので、ルーブリックが良い |
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理由 |
教師と学習者で共通の評価基準を持つことができる。 |
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反論 |
点数化をした場合、教師が事前に評価基準を定める必要があり、学習者には理解しずらい |
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主張 |
上級のスピーチのクラスでは、学習者も自己評価ができると考えるので、ルーブリックが良い |
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問題例文6 |
論理的な文章を書くための能力を高める |
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「論理的な文章を書く能力を高める」という事を目的とする日本語クラスで、「学習者同士がお互いの文章を読み |
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コメントをしたり、フィードバックをしたりする」ピアフィードバックを取り入れました。ところが、授業終了後 |
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学習者が「間違いを先生に正しく治してほしい」「コメントやフィードバックを考えるのに時間が掛かって時間が |
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もったいない」などの申し入れがあった。この申し入れを受け、今後このクラスでの活動をどのように進めますか |
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その際「論理的な文章を書く能力を高める」ためには何が必要かについて考えを明示しなさい。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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A意見根拠 |
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B反証 |
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理由 |
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反論 |
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主張 |
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問題例文7 |
チームティーチングにおいて教え方は統一すべきか |
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複数の同僚とチームティーチングによって、同じクラスの総合的な教科書を用いる授業を担当しています。 |
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教員の担当する曜日で、どこを教えるかは学期開始時には決まっていて、現在は順調に進んでいる。ある学習者が |
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先生の教え方は好きだけど、他の先生の教え方は好きじゃないと言ってきました。この申し入れを受け、今後 |
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授業をどのように進めますか。チームティーチングの教え方の統一することについて、考えを明示してください。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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A意見 |
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B反証 |
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理由 |
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反論 |
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問題例文8 |
語尾上げ |
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肯定文でありながら、その文章をあげたり、発話の途中で、分節末や語末を上げたりして話す、いわゆる |
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「語尾上げ」はもやは珍しい現象と言えなくなりました。新名自身はこの「語尾上げ」の使用についてどのように |
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考えますか。現象が発生した理由の考察も含め、400字程度で記述してください。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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A意見 |
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B反証 |
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20 |
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問題例文9 |
学習者へのクレーム対応 |
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中級クラスの担当をしています。新学期の開始にあたって、プレースメント・テストを実施し、日本語の |
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習熟度別のクラスを編成しました。ところが、あなたの担当するクラスの初回授業の終了後、ある学習者が |
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「自分は来日前に日本語を勉強した。もっと上のレベルのクラスに入れるはずだ、納得がいかない」と言ってきた。 |
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あなたはこの申し受けをどのように対処しますか。学習者のモチベーションとレベルに配慮するためには何が必要か |
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あなた自身の考えも明示してください。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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A意見 |
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B反証 |
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問題例文10 |
漢字の指導法 |
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進学目的の中級日本語クラスを担当することになりました。学期開始前に、同僚と漢字指導について話し合った |
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ところ、ある同僚は「学習者間で漢字の習熟度に差があっても、指導内容は統一した方がいい」と言い、他の同僚は |
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「学習者間で漢字の習熟度に差があったら、指導内容を学習者に合わせて適時変更した方がいい」と意見が分かれた。 |
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阿多は自身はどう考えますか。学習者の学習目的と指導内容の合致や、どのように対応するか述べてください。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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A意見 |
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B反証 |
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問題例文11 |
スピーチコンテストの原稿暗記 |
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初級クラスを担当しています。担当クラスの学習者がスピーチコンテストに出場することになりました。 |
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ある同僚は「原稿は一時一句覚えた方がいい」といい、他の同僚は「原稿は一時一句覚えなくてもよい」と言って |
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います。あなたはスピーチコンテストの原稿を覚えさせることについてどう考えますか。その考えを踏まえ、 |
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どのように指導しますか。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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B反証 |
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問題例文12 |
話す機会を増やす指導方法 |
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20人程度の学習者が履修する中級クラスの会話授業を担当することになりました。授業への要望アンケートを |
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実施したところ、「実際に話す機会をなるべく多く設けて欲しい」という回答が多くみられました。この要望に |
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応える授業を行うために、あなたはどのような活動を取り入れますか。その活動を行うことによって、どのような |
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効果が得られるか、根拠を示しながら400字程度で記述してください。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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A意見 |
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B反証 |
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問題例文13 |
協働学習:問題のある生徒への対応 |
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中上級レベルの日本語クラスで、プロジェクトワークとして「私たちの学校の紹介ビデオを作成する」という |
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活動を、協働学習の形態で実施しました。ところが授業が終わった後、数人の学習者が「グループワークの際、 |
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1人で勝手に決めて活動を進めてしまうクラスメイトがいる」と行ってきました。この申し入れを受けて、今後 |
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このクラスでの活動をどのように進めますか。「協働学習」は何を木y的に行うものかについて明示してください。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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A意見 |
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B反証 |
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問題例文14 |
学習者の自立性を高める授業 |
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大学進学目的の学習者を対象にした上級クラスで、レポート作成の授業を担当することになりました。 |
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同僚と「学習者の自立性を高める」ことを目的に設置して、授業でレポートを書く前の準備としてどのような |
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活動を行うべきかをそれぞれ考えてくることになりました。どのような活動を行うべきだと考えますか。 |
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「学習者の自立性を高める」ためには何が必要かについてあなた自身の考えも明示してください。 |
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問題文の正確な理解 |
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16 |
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主張 |
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理由 |
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反論 |
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主張 |
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問題例文15 |
未習語の使用に関して |
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地域の日本語教室で、日本に来たばかりの日本人の配偶者(専業主婦/日本語レベル初級)が集まるクラスを |
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担当することになりました。同僚とのミーティングで「未習語は極力使わない方がよい」と「未習語は使っても |
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問題ない」と意見が分かれました。あなた自身はどう考えますか。 |
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問題文の正確な理解 |
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@何について意見が求められているのか |
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A意見 |
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B反証 |
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1 |
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7 |
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8 |
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9 |
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15 |
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16 |
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主張 |
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理由 |
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反論 |
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主張 |
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