초록 열기/닫기 버튼
本稿は絵画鑑賞を日本語教育の中に取り入れた試みの授業報告書である。具体的にいうと、人物画、風景画、静物画、象徴画などを、PPTで紹介しながら「何がありますか?」「季節はいつですか?」「時代はいつですか?」「どこの国ですか?」「何色が使われていますか?」「人物は何歳くらいですか?」「人物はどんな性格の人ですか?」など、様々な質問を投げかけながら、クラス全員で日本語の討論をするように絵画鑑賞していくというものである。このような授業は、教員のほうで難易度の調節が可能なため、初級から上級まで幅広く学習者のレベルに合わせて授業が行えるだけでなく、バランスよく参加者全員に意見させることも出来るという点で語学学習に向いている。また、実際に授業を行ってみると、同じ絵画でもある学習者には「悲しい絵」に見えるものが、別の学習者には「楽しい絵」に見えるなど、異なる解釈や議論が生まれるなどの現象もみられた。こうした学生同士の解釈の違いや、議論の活性化は、近年のアクティブラーニングのような教授法に通ずるものがある。日本語教育を単なる語学習得で終わらせるのではなく、創造性や主体性の育成と結びつけるうえでも、本授業は効果的である。
This paper is a lesson report of a trial that incorporated painting appreciation into Japanese language education. Specifically, using PowerPoint to introduce figure, landscape, still-life, symbolic, and other paintings, the teacher asks various questions, such as “What is this?”, “Which season is it?”, “Which period is it?”, “Which country is it in?”, “What colors are used?”, “How old is the person?”, and “What character does the person have?”, and all the class members discuss and appreciate the paintings in Japanese. These classes are suitable for language learning because teachers can adjust the difficulty level, so they are not only able to conduct the lessons for a wide range of learning levels from beginner to advanced but also allow participants to comment on the lessons in a well-balanced manner. In addition, when teachers actually conducted the class, they observed different interpretations of the same painting, such as one student thinking that it looked “sad” while another thought that it looked “happy.” Making use of differences in interpretation and revitalizing discussions between students have become common in teaching methods like active learning in recent years. This class also effectively links Japanese language education to the development of creativity and independence, rather than ending at mere language learning.
키워드열기/닫기 버튼
Japanese language education, active learning, painting appreciation, conversational learning, grammar learning
