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考察大学日语教育

发布时间:2019-05-11 16:29
【摘要】: 目前,我国共有358所大学设置了日语系,学生人数达到14万7000人。日语人才需求旺盛与日本企业在华投资,中日经贸往来密不可分。近年来,日本政府也意识到语言教育背后所蕴藏的文化影响力,也试图通过制定新的语言政策推广日语教育,以改变日本的形象,推广日本文化。日本企业进驻最集中的上海地区对日语人才需求一直保持增长态势。日语教育已经仅次于英语,成为了拥有众多学习者的外语语种。在此大背景下,上海高校应该以怎样的理念与方式开展日语教育值得中国的日语教育者探讨。 然而,至今为止还没有围绕上海地区大学日语教育进行的深入且广泛的调查研究;也没有对各大学四年本科日语教育培养理念,培养方式,以及课程设置等开展的比较研究。 本文以上海地区主要高校为对象,通过直接访问日语系主任,向华东师大日语专业学生(184名)以及进入日本企业工作的毕业生(100名)发放问卷的方式开展研究。基于量化后的调研结果并结合外语教学的相关理论,对今后大学日语教育的走向,课程设置等提出建设性意见。 本文具体分为四个章节:上海市大学日语的现状;对在校学生及毕业生的调查(内容包括对现有课程设置的看法,日语教育与职业发展等);主要四所大学的日语专业课程设置比较分析;日语教育课程设置提议及今后的展望。 通过问卷调查的方式把握上海市主要的16所设有日语专业的大学师资,课程设置以及学生数量等现状后;通过对华东师范大学日语专业在校学生以及上海市各高校日语专业毕业生的调查,客观总结出学生及社会对日语专业课程的要求:听力会话教学是学生和社会第一需求,而比重最大的精读却受到轻视;比起经济贸易等实用性课程,各高校毕业生更倾向于扎根的人文教育,如日本文学历史,社会文化等。从日语教育的结果来看,被访者都一致认为:日语教育促使他们思考中日关系,更愿意了解日本社会和文化;有利于在工作中和日本人交流;但是日语水平和收入并未显示出必然联系,同时了解日本未必能接受日本的文化。 从外语教学理论上说,交际法教学等教学法是促进学生听说能力的有效方法,并且近年来已逐步被纳入现有的教材和课程中。笔者认为,为了满足调查结果所示的对听说能力的要求,应该改变课时比例最大的精读课程的教学方法以及教材,将听说能力的训练融入课堂。同时,在三四年级,应当加深对文史哲以及社会文化等学术性的人文教育。这不仅符合社会对大学教育的期望,也是塑造学生品性,锻炼高度思维能力的关键所在。而要彻底实现日语教育质量提升,还需从教师培养抓起。今后在大学教授日语的老师不仅要有良好的语言能力,还需拥有对某一领域的学术研究能力并运用到高年级的课堂实践中。
[Abstract]:At present, 358 universities in China have set up Japanese departments, and the number of students has reached 140000 7000. The exuberant demand for Japanese talents is closely related to the investment of Japanese enterprises in China and the economic and trade exchanges between China and Japan. In recent years, the Japanese government has also realized the cultural influence behind language education, and has also tried to promote Japanese education through the formulation of new language policies in order to change the image of Japan and promote Japanese culture. Japanese enterprises stationed in the most concentrated Shanghai area on the Japanese talent demand has been growing. Japanese education is second only to English and has become a foreign language with many learners. Under this background, what kind of idea and way should Shanghai colleges and universities carry out Japanese education is worthy of discussion by Chinese Japanese educators. However, up to now, there has been no in-depth and extensive investigation and research on Japanese education in universities in Shanghai, nor has there been a comparative study on the concept, training methods and curriculum of four-year undergraduate Japanese education in various universities. Taking the main colleges and universities in Shanghai as the object, this paper studies the way of sending questionnaires to 184 Japanese majors of East China normal University and 100 graduates working in Japanese enterprises by directly visiting the directors of the Department of Japanese. Based on the quantitative research results and the relevant theories of foreign language teaching, this paper puts forward some constructive suggestions on the trend and curriculum of college Japanese education in the future. This paper is divided into four chapters: the present situation of Japanese in Shanghai University, the survey of students and graduates (including the views on the existing curriculum, Japanese education and career development, etc.). A comparative analysis of the curriculum design of Japanese major in four universities, the proposal of Japanese education curriculum and the prospect in the future. Through the way of questionnaire survey, we can grasp the present situation of the teachers, curriculum and the number of students in the main 16 universities in Shanghai with Japanese major. Based on the investigation of Japanese majors in East China normal University and the graduates majoring in Japanese in Shanghai, this paper objectively sums up the requirements of students and society for Japanese major courses: listening conversation teaching is the first demand of students and society. However, the intensive reading, which has the largest proportion, is despised. Compared with practical courses such as economy and trade, college graduates tend to take root in humanistic education, such as Japanese literary history, social culture and so on. From the results of Japanese education, the interviewees agree that Japanese education urges them to think about Sino-Japanese relations and is more willing to understand Japanese society and culture, which is conducive to communicating with the Japanese at work. But Japanese proficiency and income do not show an inevitable link, while understanding that Japan may not be able to accept Japanese culture. Theoretically speaking, communicative teaching is an effective method to promote students' listening and speaking ability, and has been gradually incorporated into the existing teaching materials and courses in recent years. The author believes that in order to meet the requirements of listening and speaking ability shown in the survey results, the teaching methods and teaching materials of intensive reading courses with the largest proportion of class hours should be changed, and the training of listening and speaking ability should be integrated into the classroom. At the same time, in the third and fourth grades, we should deepen the academic humanities education such as literature, history and philosophy, as well as social culture. This is not only in line with the social expectations of university education, but also the key to shaping students' character and exercising high thinking ability. In order to completely improve the quality of Japanese education, it is also necessary to start with the training of teachers. In the future, teachers who teach Japanese in universities should not only have good language skills, but also have the ability of academic research in a certain field and apply them to the classroom practice of senior students.
【学位授予单位】:华东师范大学
【学位级别】:硕士
【学位授予年份】:2008
【分类号】:H36

【引证文献】

相关期刊论文 前1条

1 王雪茹;李芳;;复合型日语软件人才培养模式研究——以日语教学为中心[J];湖北第二师范学院学报;2012年10期



本文编号:2474657


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