论跨文化公民教育的可能性——日本大学多元文化小组实践活动的个案研究

李晓燕

doi:10.19857/j.cnki.ICL.20214307

论跨文化公民教育的可能性——日本大学多元文化小组实践活动的个案研究

doi: 10.19857/j.cnki.ICL.20214307

李晓燕^,

九州大学

详细信息

作者简介:
李晓燕,日本国立九州大学共创学部副教授,2011年获知识科学博士学位。长期专注于跨文化交际、隐性知识的习得,以及多文化协同学习等研究课题,使用中日英文出版诸多著作。其主要著作包括《语言文化创造性学习中的多文化小组活动―从知识科学的观点看主动学习》(东京:COCO出版社,2017)、《向外国人家长传达的日本的学校文化》(东京:黑潮出版社,2021,印刷中)。其多篇论文发表于Theory and Practice of Second Language Acquisition,Intercultural Communication Studies,Japanese International Journals等国际期刊,曾从日本文部科学省获得十数次的研究课题项目,并于2016年获得日本博报财团的优秀研究奖。

通讯作者:
李晓燕,E-mail:lixiaoyan@kyoso.kyushu-u.ac.jp

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出版历程
- 收稿日期: 2021-01-24
- 录用日期: 2021-03-19

The Possibility of Intercultural Citizenship Education: A Case Study of Multicultural Group Work in a Japanese University

LI Xiaoyan^,

Kyushu University

摘要

摘要: 关于如何培养全球化人才以及如何在高等教育阶段实施跨文化公民教育等问题有各种说法和争论。日本政府为培养全球化人才制定了三个方面的目标。然而，对于全球化人才培养的具体方法并没有定论。笔者在教学实践过程中构思了以日本学生和留学生的混合课堂为土壤的教学方法，本文以上述混合课堂的多文化小组实践活动为案例，针对跨文化公民教育的可能性进行了考察分析。我们认为混合课堂中的多元文化小组实践活动是一种促进学生成长和培养跨文化公民意识的切实有效的方法。基于笔者构建的多元文化小组实践活动的过程模型（ASCI模型），笔者从2014年开始在九州大学开展日本学生和留学生混合课堂的主动学习课程。由于每个学生都来自不同的文化背景，而且学生的专业也各不相同，所以我们将这种小组活动定性为多文化小组实践活动。在该课程中，学生通过小组讨论、采访和写文章的循环过程，获得与语言和文化相关的认识。学生的语言文化相关的知识都获得了更新。我们把这种知识的获得和发展定义为“自我更新”。我们认为，自我更新的进程也是知识创造的过程。我们观察到，自我更新很好地反映了日本文部科学省提出来的所谓全球化人才培养的三个组成部分。此外，根据Byram （2008）的观点，我们认为在本个案研究中观察到的学习者的自我更新亦反映了跨文化公民意识的进步，本案例为培养促进世界和平的全球化人才提供了一种可能性。
- 多元文化小组活动 /
- 跨文化公民教育 /
- 协同学习 /
- 知识创造 /
- 自我更新
Abstract: There are various views as to how to develop world-class human resources, and the possibility of intercultural citizenship education at universities has been subject to debate. While the Japanese government has identified three essential components of global human resources, there is no agreed approach to their development. Here we report and examine multicultural group work in class-share,an approach conceived in the course of our educational practice. We argue that multicultural group work in class-share is an effective and efficient approach. Based on the author's previous research, we have constructed a process model(called the ASCI model) of multi-cultural group work. Since 2014, the author has been conducting a learner-agency course at Kyushu University offered to both Japanese and international students. Since each student comes from a different cultural and environmental background and since the students have a variety of majors, we characterize their activity as multicultural group work. In the course, students acquire awareness of language and culture through a cycle of group discussion,interviews, and essay writing. The students report having renewed both their linguistic and their cultural knowledge. This acquisition and development of knowledge is referred to as self-renewal. We argue that the progress of self-renewal is also knowledge creation. We observe that self-renewal reflects MEXT's three components of global human resources. Furthermore, following Byram(2008), we argue that the learner self-renewal observed in this case study also fosters supranational citizenship and human resources that have the potential to contribute to world peace.
- multicultural group work /
- intercultural citizenship education /
- collaborative learning /
- knowledge creation /
- self-renewal

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参考文献(12)

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