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PDFダウンロード（3.1MB） - 宮城教育大学 留学希望者への情報
教員研修留学生プログラム報告書
Teacher-Training Students Program Report
2010年４月～2011年３月
2011年３月
宮城教育大学
Miyagi University of Education
⋡ ᰴ
٤ߐߟ ቇ 㐳
㜞 ᯅቁഥ 㧝
٤ᢎຬ⎇ୃ⇐ቇᐲߣฃࠇߦߟߡ 㧞
٤ᬺߩⷐߣᗵᗐ
ᣣᧄ⺆⎇ୃࡊࡠࠣࡓ㧔㜞ᯅ ♿ሶ㧕㧣
ᣣᧄߩᢥൻ㧔Ꮢἑ ᥓ♿㧕㧤
ᣣᧄߩ␠ળ㧔ศ↰ 㧕㧥
ᣣᧄߩ⥄ὼ㧔Ḵ↰ ᶈੑ㧕㧝㧜
ᣣᧄߩᢎ⢒㧝㧔ਭ 㗅㧕㧝㧝
ᣣᧄߩᢎ⢒㧞㧔↰┵ ஜੱ㧕㧝㧞
ᣣᧄߩᢎ⢒㧟㧔᪸ᧄ 㓶ᄥ㇢㧕㧝㧟
٤⎇ⓥႎ๔ᦠ߮ᚻ⸥
⎇ⓥႎ๔ᦠ㧝㧔5*9'6*+0<#4㧕㧝㧠
ᜰዉᢎຬ߆ࠄ㧔ዊ㊄Ỉ ቁ ᤘ㧕㧡㧢
⎇ⓥႎ๔ᦠ㧞㧔#.'/#0/'<#6'%*;8+4)+0+#㧕㧡㧣㩷
ᜰዉᢎຬ߆ࠄ㧔᧼ ၂ ା 㧕㧤㧜
⎇ⓥႎ๔ᦠ㧟㧔/#/#&#.+/18#08#4,104#*+/,1018+%*㧕㧤㧝㩷
ᜰዉᢎຬ߆ࠄ㧔Ꮢ ἑ ᥓ ♿㧕㧝㧜㧠
⎇ⓥႎ๔ᦠ㧠㧔$'016*/'04#,#㧕㧝㧜㧡㩷
ᜰዉᢎຬ߆ࠄ㧔㋈ ᧁ ᷤ㧕 㧝㧟㧞
⎇ⓥႎ๔ᦠ㧡㧔;11051*;70)㧕 㧝㧟㧟㩷
ᜰዉᢎຬ߆ࠄ㧔ᧄ 㑆 ା㧕 㧝㧠㧜
⎇ⓥႎ๔ᦠ㧢㧔'0-*$#6$;#/$#651)6㧕 㧝㧠㧝㩷
ᜰዉᢎຬ߆ࠄ㧔 ↰ ༀ ਯ㧕㧝㧡㧝
教員研修留学生プログラム報告書
2010.4 ～ 2011.3
編集・発行 宮城教育大学国際交流委員会留学生部会 〒 980-0845 仙台市青葉区荒巻字青葉１４９番地
電 話 022-214-3654 ＦＡＸ 022-214-3621
ᢎຬ⎇ୃ⇐ቇ↢ߩ⊝ߐࠎ߳
ቇ㐳 㜞ᯅቁഥ
ᢎຬ⎇ୃ⇐ቇ↢ߩ⊝ߐࠎޕߔ߹ߑߏ߁ߣߢ߅ޔੌୃߩୃ⎇ޔ
ߎߩ⎇ୃߦߪޔᣣᧄ⺆ߩ⠌ᓧࡊࡠࠣࡓࠍߪߓޔ⍴ᦼ㑆ߩ߁ߜߦታߦᄙߊߩౝኈ߇⋓ࠅ
ㄟ߹ࠇߡ߹ߔ߆ࠄ⧰ߏߣࠎ߱ߕޔഭߥߐߞߚߎߣߢߒࠂ߁ߦ․ޕᣣᧄ⺆ߪ⺆⸒ߩઁޔ
ߦᲧߴߡ߽⠌ᓧ߇㔍ߒߣ⸒ࠊࠇߡ߹ߔ߆ࠄޔᄢᄌߥߎߣߛߞߚߢߒࠂ߁ߡߒߘޕᢎ⢒
߿ᢎ⢒႐↢┬ఽߡߒߘޔᓤߦ㑐ߔࠆኾ㐷↪⺆߇ߔߴߡᣣᧄ⺆ߢ⺆ࠄࠇࠍࠇߘޔㅢߒߡቇ
߫ࠇߚ⸶ߢߔ߆ࠄ৻ޔጀᄢᄌߥߎߣߛߞߚߣᕁ߹ߔࠍ⺆⸒ߩߘޔߪ⺆⸒߽ߢޕ⢒ࠎߛ࿖
ߩᱧผߣᢥൻߩਛߢᒻᚑߐࠇߡ߈ߡ߅ࠅޔᢎ⢒߽ߘߩਛߢዷ㐿ߐࠇߡ߈ߚߩߢߔ߆ߔߢޕ
ࠄઁޔ࿖ߢߩ⎇ୃߪ⺆⸒ޔ⠌ᓧߩࡂ࠼࡞ߪߤ߁ߒߡ߽߃ߥߌࠇ߫ߥࠅ߹ߖࠎࠎߐ⊝ޕ
ߪߎߩࡂ࠼࡞ࠍ߃ߟߟޔኾ㐷⊛ߥ⎇ୃࠍୃੌߐࠇߚ⸶ߢߔޕᔃ߆ࠄᢘᗧࠍߒ߹ߔޕ
⊝ߐࠎߩߎߩࠃ߁ߥߏ⧰ഭߪޔᏫ࿖ߐࠇߡ߆ࠄ߅ޔ࿖ߩఽ┬↢ᓤߩߚߪࠆޔᢎ⢒ⴕ
ߦ߈ߞߣᵴ߆ߐࠇࠆߣାߓߡ߅ࠅ߹ߔޕ
ߐߡ⧰ߏߊ߆ߞߖޔഭߐࠇߡ⠌ᓧߐࠇߚᣣᧄ⺆ߢߔ߆ࠄ⎇ߩࠎߐ⊝ߩࠄ߆ࠇߎޔⓥᢎ⢒
߿ታ〣ߩ೨ㅴߦߣߞߡޔᵴ↪ߒߥߩߢߪ߽ߞߚߥߩߢߔޔߪߦߚߩߘޕᣣᧄ⺆ࠍ
↪ߡߩࠎߐ⊝ޔᜰዉߦᒰߚࠄࠇߚᧄቇߩᢎຬޔᣣᏱ↢ᵴߩਛߢੱߣߥࠄࠇߚቇ↢߿ᣣ
ᧄੱߣߩᵹࠍߗ߭⛯ߌߡ߶ߒߣᕁ߹ߔࠍࠇߎࠎࠈߜ߽ޕㅢߓߡޔᣣᧄᢥൻߩߣ
ߎࠈࠍવ߃ߡ߶ߒߣ߁ߎߣ߽ࠅ߹ߔ߇ߦ߽ߣߣࠇߘޔᢎ⢒⠪ߣߒߡ߅ޔߩታ〣
ࠍ߅ߩ࿖ߩᢎ⢒ߩታ〣߿ᡷ㕟ߦᓎ┙ߡߡ߶ߒߣᕁ߁ߩߢߔޕᡷߡ⸒߁߹ߢ߽ߥ
ߩߢߔ߇߽ߜߚߒߚࠊ߽ࠎߐ⊝ޔᢎ⢒ߦ៤ࠊߞߡ߹ߔߩߜߚ⑳ޕߪ↢┬ఽޔᓤ߇ஜ
߿߆ߦᚑ㐳ߔࠆߎߣࠍ㗿ߦߚߩߘޔᡰេߒᢎ⢒ߔࠆߎߣߢߔ߆ࠄߚߒ߁ߎ߽ߣ߭ߗޔ
ᵹ߇⛯ߌࠄࠇࠆߎߣࠍ㗿ߞߡ߹ߔޕ
ᦨᓟߦߥࠅ߹ߔ߇ޔᢎຬ⎇ୃ⇐ቇ↢ߩᜰዉߦᒰߚࠄࠇߚᧄቇᢎຬ⻉ࡈ࠶࠲ࠬޔ᳁ߚ߹ޔ
᭽ߏߥޘᡰេࠍߚߛߚ⻉᳁ߦᔃ߆ࠄ߅␞ࠍ↳ߒߍ߹ߔߣޕߔ߹ߑߏ߁ߣ߇ࠅޕ
߽ߦޔᢎຬ⎇ୃ⇐ቇ↢ߩᓟߩᵴべࠍ㗿ߚߣᕁ߹ߔޕ
−1−
ᢎຬ⎇ୃ⇐ቇ↢ߩฃࠇߦߟߡ
㧝 ᐲߩⷐ
㧝㧕⿰ ᣦ
ߎߩᐲߪߩ╬ࠕࠫࠕޔ࿖ߩ⡯ߩೋ╬ਛ╬ቇᩞᢎຬ߮ᢎ⢒㑐ଥᯏ㑐ߩኾ
㐷⡯ຬ╬ࠍᣣᧄߩᢎຬ㙃ᚑᄢቇ╬ߦ⇐ቇߐߖޔᢎ⢒⚻༡ޔᢎ⢒ᣇᴺ߮ኾ㐷ᢎ⑼
╬ߦ㑐ߒቇ⠌ߒޔએߞߡᧄ࿖ߢߩᢎ⢒᳓Ḱߩะߦᓎ┙ߟᐙㇱⷐຬߩ⢒ᚑߦදജ
ߒࠃ߁ߣߔࠆ߽ߩߢࠆޕ
ട߃ߡޔᣣᧄߩᢎ⢒႐ߦ⸅ࠇࠆᯏળࠍ⎇ୃ⸘↹ߩਛߦᐢߊขࠅࠇޔᣣᧄ
ߩ␠ળ߮ᢎ⢒ߦኻߔࠆℂ⸃ࠍଦㅴߔࠆߎߣࠍ⋡⊛ߣߔࠆޕ
㧞㧕ኻ ⽎
ේೣߣߒߡޔᄢቇ߹ߚߪᢎຬ㙃ᚑቇᩞࠍතᬺߒߚ⠪ߢޔೋ╬ਛ╬ᢎ⢒ᯏ㑐ߩ
⡯ᢎຬ⥄ޔ࿖ߩᢎຬ㙃ᚑᯏ㑐ߩᢎຬ߅ࠃ߮ᢎ⢒ⴕᯏ㑐ߩᢎ⢒ኾ㐷⡯ຬ㧔ߚߛ
ߒޔ⡯ᦼ㑆ߪ 5 ᐕએ㧕ߩ⡯ࠍߔࠆ⠪ޕ
㧟㧕ฃࠇᦼ㑆
ᐔᚑ㧞㧝ᐕ㧝㧜㨪ᐔᚑ㧞㧟ᐕ 㧟㧔㧝ᐕ㧢ࡩ㧕
ᐔᚑ㧞㧝ᐕ㧝㧜㨪ᐔᚑ㧞㧞ᐕ 㧟 ᧲ർᄢቇᣣᧄ⺆⎇ୃࠦࠬ
ᐔᚑ㧞㧞ᐕ 㧠㨪ᐔᚑ㧞㧟ᐕ 㧟 ችၔᢎ⢒ᄢቇ
㧞 ฃࠇ
㧝㧕ᆔຬળ
࿖㓙ᵹᆔຬળ⇐ቇ↢ㇱળ
㧞㧕ᜰዉᢎຬ
⎇ୃᜰዉᢎຬ
⻠⟵ᜂᒰᢎຬ
㧟㧕࠴ࡘ࠲
㧠㧕ᢎຬ⎇ୃ⇐ቇ↢ߩฃࠇりಽ
ᄢቇ㒮⎇ⓥ↢
㧟 ᢎຬ⎇ୃ⇐ቇ↢߮ᜰዉᢎຬ
ᐔᚑ㧞㧞ᐕᐲߦฃࠇߚᢎຬ⎇ୃ⇐ቇ↢ߣߘߩᜰዉᢎຬߪᰴࡍࠫߩߣ߅ࠅޕ
−2−
ᐔᚑ㧞㧞ᐕᐲᢎຬ⎇ୃ⇐ቇ↢ฬ★
ᕈ
᳁ ฬ
࿖☋
⡯
Basic
5*9'6*+0<#4
ᅚ
ࡒࡖࡦࡑ
Education
ᅚ
ዊ㊄Ỉ ቁᤘ
ᢎ⢒ࠪ ࠬ࠹ࡓ ߦߟ
ᢎᏧ
ߡߩᲧセ⎇ⓥ
ᢎ
Instituto Salesiano
ࡎࡦ࠺ࡘࠬ
"San Miguel"
8+4)+0+#
ᜰዉᢎຬ
ࡒࡖࡦ ࡑߣ ᣣᧄߩ
High School
Escuela Anexa Al
#.'/#0/'<# 6'%*;
⎇ⓥਥ㗴
ᔃℂ⸒ ⺆ቇේ ℂߦଐ
ߒߚޔESL/TOEFL
ᢎຬߩ ߚߩ ╙ੑ⸒
᧼၂ ା
⺆⠌ᓧ ቇ⠌ߩ ㊀ⷐᕈ
ᢎ
ᢎᏧ
ߦ㑐ߔࠆ⎇ⓥ
The Republican
boarding
/#/#&#.+/18#08#4,10
↵
School
ᢎ⢒ⴕ ߦ㑐 ߔࠆ⎇
Ꮢἑ ᥓ♿
࠙࠭ࡌࠠࠬ࠲ࡦ
Alisher Navoi
4#*+/,1018+%*
ⓥ
ᢎ
ᢎᏧ
Primary School "El
$'016*/'04#,#
ᅚ
࠴ࡘ࠾ࠫࠕ
Hnaya"
╙ੑ⸒ ⺆ᢎ ᴺߩ⎇
ⓥ
㋈ᧁ ᷤ
⻠Ꮷ
ᢎᏧ
Inhun Elementary
;11051*;70)
ᅚ
㖧࿖
School
ઍᣣ ᧄߩఝ ࠇߚᢎ
⢒⠪-ᢪ⮮༑ඳޔะጊ
ᧄ㑆 ା
ᵗ৻-ߩᢎ⢒ታ〣ߦ㑐
ᢎ
ᢎᏧ
ߔࠆ⎇ⓥ
ᣣᧄߦ ߅ߌࠆ ‛ℂᢎ
'0-*$#6$;#/$#651)6
↵
Olonlog Tuv School
⢒ߩߚ ߩవ 㚟⊛ታ
↰ ༀਯ
ᢎᏧ
㛎ߩᔕ ↪ߦ㑐 ߔࠆ⎇
ᢎ
ࡕࡦࠧ࡞
ⓥ
−3−
ᖹᡂ㸰㸰ᖺᗘᩍဨ◊ಟ␃Ꮫ⏕ᩍ⫱ㄢ⛬
Ꮫ
ᤵ ᴗ ⛉ ┠
ᮇ
Ϩ ᪥ᮏㄒᑓ㛛ࢥ࣮ࢫ
᪥ᮏㄒ
ࢥ࣐ᩘ
ᤵ ᴗ ᢸ ᙜ ᩍ ဨ
㸴᭶
ᮾᏛ᪥ᮏㄒ◊ಟࢥ࣮ࢫ
㸴᭶
㕥ᮌࠊෆᒣࠊᒣཱྀࠊ㧗ᶫࠊᕷ℩
᪥ᮏࡢᩥ
㸱ᅇ
ᕷ℩
᪥ᮏࡢ♫
㸲ᅇ
ྜྷ⏣ ๛
᪥ᮏࡢ⮬↛
㸱ᅇ
⁁⏣
᪥ᮏࡢᩍ⫱
㸯㸰ᅇ
⏣➃࣭ᮏ࣭ஂಖ
ᑓ㛛Ϩ
㸴᭶
ᣦᑟᩍဨ
᪥ᮏㄒ
㸴᭶
㕥ᮌࠊෆᒣࠊᒣཱྀࠊ㧗ᶫࠊᕷ℩
ᑓ㛛ϩ
㸴᭶
ᣦᑟᩍဨ
ϩ
Ϫ
ぢᏛᐇ⩦
㐺ᐅ
◊✲ㄽᩥ
㸴᭶
ᕷ℩
ᣦᑟᩍဨ
࣭ϨᏛᮇ㸸ᖹᡂ㸰㸯ᖺ㸯㸮᭶ 㹼 ᖹᡂ㸰㸰ᖺ 㸱᭶
࣭ϩᏛᮇ㸸ᖹᡂ㸰㸰ᖺ 㸲᭶ 㹼 ᖹᡂ㸰㸰ᖺ 㸷᭶
࣭ϪᏛᮇ㸸ᖹᡂ㸰㸰ᖺ㸯㸮᭶ 㹼 ᖹᡂ㸰㸱ᖺ 㸱᭶
−4−
ᐔᚑ㧞㧞ᐕᐲᢎຬ⎇ୃ⇐ቇ↢ࠬࠤࠫࡘ࡞
᧲ർᄢቇ ᣣᧄ⺆⎇ୃࠦࠬ
Σቇᦼ
2009 ᐕ 10 㨪
Intensive Japanese Language Course at Tohoku University
2010 ᐕ 3
Τቇᦼ
㐿⻠ᑼࠝࠛࡦ࠹࡚ࠪࡦ Opening Ceremony and Guidance
2010 ᐕ 4 㨪
2010 ᐕ 9
㧠㧝㧣ᣣ㧔㊄㧕
㧝㧚ᣣᧄ⺆ Japanese Language
ࡌ࡞ߦࠃߞߡࠢࠬࠍㆬᛯޔฦࠢࠬో 15 ࿁
㧞㧚ᣣᧄᖱ Japanese Circumstance
Ԙᣣᧄߩᢥൻ Japanese Culture㧔3 ࿁㧕
㧠 12 ᣣ㧔㧕㧞ᤨ㑆⋡
㧠 19 ᣣ㧔㧕㧞ᤨ㑆⋡ 㧔Ꮢἑ㧕
㧠 26 ᣣ㧔㧕㧞ᤨ㑆⋡
ԙᣣᧄߩ␠ળ Japanese Society㧔4 ࿁㧕
㧡 㧢ᣣ㧔ᧁ㧕㧠㧘㧡ᤨ㑆⋡
㧔ศ↰㧕
㧡㧝㧞ᣣ㧔᳓㧕㧟㧘㧠ᤨ㑆⋡
Ԛᣣᧄߩ⥄ὼ Japanese Nature㧔3 ࿁㧕
㧢 㧥ᣣ㧔᳓㧕2 ᤨ㑆⋡
㧢㧝㧢ᣣ㧔᳓㧕2 ᤨ㑆⋡
㧔Ḵ↰㧕
㧢㧟㧜ᣣ㧔᳓㧕2 ᤨ㑆⋡
㧟㧚ᣣᧄߩᢎ⢒ Japanese Education
Ԙቇᩞᢎ⢒ School Education㧔㧝㧞࿁㧕
㧣 㧥ᣣ㧔㊄㧕㧝㧘㧞ᤨ㑆⋡ 㧔ਭ㧕
㧣 㧝㧢ᣣ㧔㊄㧕㧝㧘㧞ᤨ㑆⋡
㧝㧜 㧝㧤ᣣ㧔㧕㧝㧘㧞ᤨ㑆⋡ 㧔↰┵㧕
㧝㧜 㧞㧡ᣣ㧔᳓㧕㧝㧘㧞ᤨ㑆⋡
㧝 㧢ᣣ㧔ᧁ㧕㧞ᤨ㑆⋡
㧝 㧝㧟ᣣ㧔ᧁ㧕㧞ᤨ㑆⋡
㧝 㧞㧜ᣣ㧔ᧁ㧕㧝㧘㧞ᤨ㑆⋡
−5−
㧔᪸ᧄ㧕
㧠㧚ኾ㐷⑼⋡ Special Subject
ㅳ 1 ࿁㧔ో㧝㧡࿁㧕ᜰዉᢎቭߩᜰዉࠍฃߌࠆ
㧡㧚ߘߩઁ㧔⡬⻠⑼⋡㧕Other Subjects
㧝㧚ᣣᧄ⺆ Japanese Language
Υቇᦼ
2010 ᐕ 10 㨪
ࡌ࡞ߦࠃߞߡࠢࠬࠍㆬᛯޔฦࠢࠬో 15 ࿁
2011 ᐕ 3
㧞㧚⥄࿖ߩᢎ⢒ᐲߩ⚫㧔ฦ࿖ᖱࡒ࠽㧕
Presentation of Educational System
㧝㧝㨪㧝㧞ߦ㧟࿁ 㧔㜞ᯅ㧕
㧟㧚ኾ㐷⑼⋡ Special Subject
ㅳ 1 ࿁㧔ో㧝㧡࿁㧕ᜰዉᢎຬߩᜰዉࠍฃߌࠆ
㧠㧚⺰ᢥ Report
㧡㧚ቇታ⠌ Fieldwork
㧢㧚ߘߩઁ㧔⡬⻠⑼⋡㧕Other Subjects
−6−
䈮 䈾 䉖 䈗 䈔䉖䈚䉈䈉
ᣣᧄ⺆ ⎇ ୃ 䊒䊨䉫䊤䊛㩷
䈢䈎䈲䈚
䈅
䈐
䈖
㜞ᯅ㩷 ♿ሶ㩷
㩷
ᢎຬ⎇ୃ↢䈱⊝䈘䉖䇮ୃੌ䈍䉄䈪䈫䈉䈗䈙䈇䉁䈜䇯ᣣᧄ䈪䈱 㪈ᐕඨ䈲䇮䈇䈎䈏䈪䈚䈢䈎䇯㩷
䈐䉊䈉䈇䉖䈔䉖䈚䉈䈉䈞䈇
㩷
㩷
㩷
㩷
䈐䉊䈉䈇䈒
䉂䈭
䈹䉖䈎
䈮䈾䉖
䈚䉈䈉䉍䉊䈉
䈼䉖䈐䉊䈉
䈰䉖䈲䉖
䈢䈱
䈍䉅
䈪
ᣣᧄ䈱ᢎ⢒䉇ᢥൻ䈮䈧䈇䈩ീᒝ䈜䉎䈖䈫䈏䈪䈐䉁䈚䈢䈎䇯ᭉ䈚䈇ᕁ䈇䉅䈢䈒䈘䉖䈪䈐䈢
䈒䈮
䈎䈋
䈮䈾䉖
䈢䈇䈔䉖
䉒䈜
䈕 䉖 䈐
䈏䉖䈳
䈪䈚䉊䈉䈎䇯࿖䈻Ꮻ䈦䈩䉅䇮ᣣᧄ䈪䈱㛎䉕ᔓ 䉏䈭䈇䈪䇮ర᳇䈪㗎ᒛ䈦䈩䈒䈣䈘䈇䇯㩷
㩷
㩷
ᢎຬ⎇ୃ↢䈱⊝䈘䉖䈲䇮㪉㪇㪇㪐 ᐕ 㪈㪇 䈮᧪ᣣ䈚䇮᧲ർᄢቇ⇐ቇ↢䉶䊮䉺䊷䈪ᣣᧄ⺆䉕ቇ⠌
䈚䉁䈚䈢䇯䈠䈱ᓟ䇮㪉㪇㪈㪇 ᐕ 㪋 䈎䉌䇮ᧄቇ䈪䈱⎇ୃ䉕ᆎ䉄䉁䈚䈢䇯㩷
⎇ୃ䈱䋱䈧䈏䇮ᣣᧄ⺆䈱ቇ⠌䈪䈜䇯࿁䈱䋶ฬ䈱⎇ୃ↢䈲䇮ᣣᧄ⺆䈱ቇ⠌ᱧ䉅䊧䊔䊦䉅⇣
䈭䉎䈢䉄䇮䈠䉏䈡䉏䈱⋡ᮡ䉕┙䈩䈩ቇ⠌䉕ㅴ䉄䉎䈖䈫䈮䈚䉁䈚䈢䇯㩷
䉝䊮䊪䊦䈘䉖䈫䊁䉼䈘䉖䈲䇮᧪ᣣ䈚䈩ೋ䉄䈩ቇ䉖䈣ᣣᧄ⺆䈱ၮ␆䉕䈚䈦䈎䉍䈫࿕䉄䇮ᣣᧄ⺆
䈪ᚻ䈮䉮䊚䊠䊆䉬䊷䉲䊢䊮䈏ข䉏䉎䉋䈉䈮䈭䉎䈖䈫䉕⋡ᜰ䈚䉁䈚䈢䇯ㅳ䋲࿁䇮ᢥᴺ䉇ળ䈭䈬䉕
ਛᔃ䈮ቇ䈶䉁䈚䈢䇯ቇ⠌䈱ᚑᨐ䈲䇮ᓟᦼ䈮䈭䉎䈫ᓢ䇱䈮䉏䇮ᣣᧄ⺆䈣䈔䈪䉅⥄ା䉕ᜬ䈦䈩
䈞䉎䉋䈉䈮䈭䉍䉁䈚䈢䇯㩷
䊎䊞䊮䊋䈘䉖䈫䊁䉞䊮䉱䊷䈘䉖䈲䇮᧲ർᄢቇ䈪ቇ䉖䈣บ䈱䈮䇮ᢥᴺ䉇⺆ᒵ䉕ਛᔃ䈮
ജ䉕Ⴧ䉇䈜䈖䈫䇮ᣣᧄ⺆䈱ᢥ┨䉕⺒䉖䈪䉁䈫䉄䈢䉍䇮ᢥ䉕ᦠ䈇䈢䉍䈪䈐䉎䉋䈉䈮䈭䉎䈖䈫䈱䋲
䈧䉕⋡ᜰ䈚䉁䈚䈢䇯ᄢᄌᾲᔃ䈮ข䉍⚵䉂䇮⸒⪲䉇䈱䊋䊥䉣䊷䉲䊢䊮䉅り䈮ઃ䈐䉁䈚䈢䇯ੑੱ
䈱ቇ⠌ᚑᨐ䈲䇮ቇౝ䈪ⴕ䉒䉏䈢䇸ᣣᧄ⺆䉴䊏䊷䉼䉮䊮䊁䉴䊃䇹䈪䇮䊡䊷䊝䉝䈅䈸䉏䈢䉴䊏䊷䉼䉕
ᛲ㔺䈚䈢䈖䈫䈮䉅䈅䉌䉒䉏䈩䈇䉁䈜䇯㩷
䊤䉳䊞䈘䉖䈫䉸䊍䊢䊮䈘䉖䈲᧪ᣣ೨䈮ᣣᧄ⺆䉕ീᒝ䈚䈩䈇䈢䈖䈫䉅䈅䉍䇮࿁䈲䇮ᣣᧄ⺆䈱ቇ
⠌䉋䉍䉅ኾ㐷䈱ቇ⠌䉕ਛᔃ䈮ⴕ䈦䈩䉅䉌䈉䈖䈫䈮䈚䉁䈚䈢䇯㩷
ᣣᧄ⺆䈱ቇ⠌એᄖ䈮䉅䇮᭽䇱䈭ᵴേ䈮ข䉍䉂䉁䈚䈢䇯䉁䈝䇮ᣣᧄੱቇ↢ะ䈔䈱䇸ᄙᢥൻℂ
⸃㐷䇹䈫䈇䈉⻠⟵䈪䈲䇮⥄࿖䈱ᢎ⢒ᐲ䉇ൕോవ䈱ቇᩞ䈱᭽ሶ䈭䈬䈮䈧䈇䈩⊒䈚䉁䈚䈢䇯
ᣣᧄ⺆䈪⊒䈜䉎䈱䈲䈫䈩䉅✕ᒛ䈚䈢䉋䈉䈪䈜䈏䇮ᣣᧄੱቇ↢䈎䉌䈱᭽䇱䈭⾰䈮╵䈋䈭䈏
䉌䇮ᚻ䈮ฃ䈔╵䈋䉕䈚䈩䈇䉁䈚䈢䇯㩷
䉁䈢䇮ችၔ⋵ౝฦ䈱ዊቇᩞ䈱࿖㓙ℂ⸃ᢎ⢒ᵴേ䈮䉅Ⓧᭂ⊛䈮ෳട䈚䉁䈚䈢䇯࿖䉕⚫
䈜䉎䈢䉄䈱ᢎ᧚䉕⼾ን䈮Ḱ䈚䇮ሶ䈬䉅䈢䈤䈮ᾲᔃ䈮⺑䈚䈩䈇䉁䈚䈢䇯㩷
ᦨᓟ䈮䇮ᣣᧄ⺆䉕ᔓ䉏䈝䈮䇮ᣣᧄ䈪䈢䉍⡞䈇䈢䉍䈚䈩ቇ䉖䈣ᄙ䈒䈱䈖䈫䉕䇮⊝䈘䉖䈱Ꮻ䉍䉕㩷
ᓙ䈦䈩䈇䉎࿖䈱ኅᣖ䉇ቇ↢䈱⊝䈘䉖䈮વ䈋䈩䈒䉏䉎䈖䈫䉕㗿䈦䈩䈇䉁䈜䇯㩷
−7−
ᣣᧄߩᢥൻ
㒝ዻ࿖㓙ℂ⸃ᢎ⢒⎇ⓥࡦ࠲ Ꮢἑᥓ♿
ᢎຬ⎇ୃ⇐ቇ↢ߩㆬᛯ⑼⋡ޟᣣᧄߩᢥൻᤨ ޠ㑆ಽߢߪޔᰴߩࠃ߁ߦ⋡ᮡࠍቯߡ
ᬺࠍⴕߞߡ߹ߔޕ㛎⊛ߦℂ⸃ߔࠆߚߦߪ␠ળᢎ⢒ᣉ⸳ࠍ↪ߒߚᣇ߇ࠃߣᕁޔ
ᄢቇ߆ࠄ ಽߢᏫߞߡߊࠆ▸࿐ߢޔએਅߩࠃ߁ߥᣉ⸳ቇࠍขࠅࠇߡ߹ߔޕ
ާ⋡ ᮡި
ೋߡ᧪ᣣ ࡩࠍ⚻ㆊߒߚ⇐ቇ↢ߦ߹ߢߦ⚻㛎ߒߚᣣᧄߩᢥൻ⊛ߥ⽎ࠍ
ᢛℂߔࠆᯏળࠍਈ߃ࠆߎߣޕ
ާ↪ᢎ᧚ި
ޡᣣᧄᖱ㐷ޢ㧔ࠕ࡞ࠢ㧕ߩޟᣣᧄߩቬᢎޟߣޠᐕਛⴕߩޠ㗄⋡ޕ
ࡆ࠺ࠝᢎ᧚ޡᣣᧄ㧙ߘߩᔃߣᆫޟߩޢቬᢎޟߣޠᐕਛⴕޠ㧖ߎࠇࠄߩᢎ᧚ߪዋ
ߒฎߢߔޕ
ާ␠ળ⊛࠰ࠬި
ԘบᏒඳ‛㙚 ᣣᧄߣบၞߩᱧผߦߟߡޔ⍴ᤨ㑆ߢ㛎⊛ߦℂ⸃ߔࠆ
ߎߣ߇ߢ߈ࠆ✽ޔߒߛߚޕᢥ߆ࠄᳯᚭ೨ᦼߦߟߡߪශ⽎߇ᷓ߇ޔㄭઍผߦ
ߟߡߪ߇ࠫࡔࠗޔᴣ߆ߥޕ
ԙችၔ⋵┙⟤ⴚ㙚 ዷ␜⛗↹ࠍㅢߒߡᣣᧄߩ㘑߿ᢥൻߦߟߡߩℂ⸃ࠍᷓ
ࠆߎߣ߇ߢ߈ࠆ㕙ޔᴤ⛗߇࠹ࡑߣߒߡࠆߩߪᔅߕߒ߽ᣣᧄᢥൻߦ㑐ㅪߔࠆ
߽ߩߢߪߥޕ
Ԛ㕍⪲␠ ᣣᧄߩ߿ᐕਛⴕߦߟߡℂ⸃ߔࠆߩߦㆡᒰߚ߹ޔᱧผ⊛ߥᗵ
ⷡࠍߟ߆ߎߣ߇ߢ߈ࠆޔߒߛߚޕቬᢎࠍߔࠆ⇐ቇ↢ߦޔ␞߿ෳࠍޔᣣᧄ
ᢥൻߩ৻㕙ߣߒߡߣࠄ߃ߡ߽ࠄ߁ࠃ߁ߦ᳇ࠍߟߌߥߌࠇ߫ߥࠄߥޕ
ޟߩߎߤߪࡓ࠭ࡒ࠾ࠕޔߪߡߟߦޠ࿖߿ᢥൻߢ߽ࠄࠇࠆߩߢߩࡓ࠭ࡒ࠾ࠕޔᆎ
ේࠍߘߎߦ᳞ࠇ߫ℂ⸃ߒߡ߽ࠄ߃߹ߔޕᣣᧄߩቬᢎ⊛⁁ᴫߦߟߡߪޔᣣᧄੱో߇ޔ
ቬᢎ⊛⚛߇ࠆߩߦߘߩߎߣࠍᗧ⼂ߒߡߥޔᣣᧄߩቬᢎ߇ޔᏓᢎ߿Ꮻଐߢߪߥߊޔ
⋉߿వፏߩ㕙߇ᒝߣ߁ߎߣࠍޔᔨ⊛ߦℂ⸃ߔࠆߩߪߥ߆ߥ߆㔍ߒࠃ
߁ߢߔޕᱧผߢߪ✽ޔᢥ߆ࠄ㎨ୖޔᚢ࿖߆ࠄㄭઍߦߚࠆᱧผࠍ⥄ޔ࿖ߩᱧผߣᾖࠄߒว
ࠊߖߡޔ⠨߃ߡ߽ࠄߞߡ߹ߔޕ
࿁ߪޔᤐߩࠃቄ▵ߣ߁ߎߣߢਃፄ߳ޕߚߒ߹߈ⴕ߽ߦޠ⧎ޟᣣᧄߩ㘑
߿ቄ▵ᗵࠍࠊߞߡ߽ࠄ߁ߎߣ߇ߢ߈ࠇ߫ߣᕁ߹ߔ ޕ
−8−
ᣣᧄߩ␠ળ
ศ↰ 㧔␠ળ⑼ᢎ⢒⻠ᐳ㧕
ᧄᬺߢߪ㧘߹ߕᚒ߇࿖ߦ߅ߌࠆℂ⊛․ᓽ߿ᴦ⚻ᷣ⊛․ᓽߩࠕ࠙࠻ࠗࡦߦߟ
ߡ⻠⟵ߒ㧘ߘߩਛߢ⇐ቇ↢ߩᲣ࿖ߣߩᲧセࠍㅢߒߡ࠺ࠖࠬࠞ࠶࡚ࠪࡦࠍⴕ㧘ߘߩᏅ⇣߿
ㅢᕈߣߥࠆ⢛᥊ߦߟߡ⠨߃ߐߖࠆᯏળࠍឭଏߒߚޕᰴߦ㧘ችၔᢎ⢒ᄢቇㄝߩ␠ળᣉ
⸳ߩቇߥߤࠍⴕߞߚޕ
ޟਃዬᴛ⊒㔚ᚲ❣⚜ߪߢޠᎿᬺ߿᳓ജ⊒㔚ߩᱧผ߿⚵ߺߦߟߡ㧘
᧲ർ㔚ജߩኾ㐷ଥຬ߆ࠄߩ⺑ࠍฃߌ㧘ቇ߫ߖߡ㗂ߚޕ
ޟบᏒ┙ඳ‛㙚ߪߢޠบᏒ
ችၔ⋵ߩᱧผߦߟߡ㧘
ޟบᏒ࿖㓙ࡦ࠲ߪߢޠ㧘บᏒߩ࿖㓙ℂ⸃ᢎ⢒ࠆߪᄖ࿖
ੱ⠪߳ߩኻᔕߥߤߦߟߡߩ⺑ࠍฃߌ㧘ቇ߫ߖߡ㗂ߚ⇐ޕቇ↢ోຬߦᗧ᰼⊛ߥᆫ
߇ࠄࠇ㧘⾰ߩ㜞ቇ߮ว߇ߢ߈ߚߣᕁࠊࠇࠆޕ
−9−
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ᣣᧄ䈱ᢎ⢒㩷 㵩㩷 ቇᩞᄖᢎ⢒㩷
㩷
ਭ㗅䋨ቇᩞᢎ⢒⻠ᐳ䋩㩷
㩷
㩷 ᧄ⻠⟵䈪䈲䇮ᣣᧄ䈱ఽ┬䈮㑐䈜䉎⻉㗴䇮․䈮ఽ┬⯦ᓙ䈮䈧䈇䈩䈱⻠⟵䉕ⴕ䈇䇮㑐ㅪᣉ
⸳䈫䈚䈩บᏒఽ┬⋧⺣ᚲ䈱ቇ䉕ⴕ䈦䈢䇯ᣣᧄ䈱ఽ┬㗴䈮䈧䈇䈩⍮䉎䈖䈫䈪䇮ᣣᧄ䈱ሶ
䈬䉅䉇䈠䈱ኅᐸ䈱ᛴ䈋䉎⺖㗴䉕䉋䉍ᐢ䈒⍮䈦䈩䉅䉌䈇䈢䈇䈫䈇䈉䈰䉌䈇䈏䈅䈦䈢䇯㩷
㩷 䉁䈝ೋ࿁䈮䇮ᣣᧄ䈱ఽ┬㗴䈮䈧䈇䈩䇮․䈮ఽ┬⯦ᓙ䈱ᔨ䉇ᐲ䈮䈧䈇䈩䈱⻠⟵
䉕ⴕ䈦䈢䇯⇐ቇ↢䈱⊝䈘䉖䈲ᣣᧄ⺆䈏ႊ⢻䈪䈅䈦䈢䈱䈪䇮⑳䈱⧷න⺆ᷙ䈛䉍䈱ᄸᕋ䈭ᣣᧄ⺆䈪䉅
ℂ⸃䈚䈩䈇䈢䈣䈔䈢䉋䈉䈪䈅䈦䈢䇯ฦ࿖䈱ఽ┬⯦ᓙ䈱ታᘒ䈮䈧䈇䈩⸛⺰䈚䈢䈫䈖䉐䇮䈠䉏䈡䉏䈱࿖
䈱ᢥൻ䉇㘑⠌䈮䈧䈇䈩⺆䉌䉏䇮䈅䉌䈢䉄䈩ᣣᧄ䈮䈍䈔䉎ఽ┬⯦ᓙ㗴䈱․ᓽ䉕⼂䈜䉎ᯏળ䈫䈭
䈦䈢䇯㩷
㩷 㪉 ࿁⋡䈱ᬺᣣ䈮䈲䇮บᏒఽ┬⋧⺣ᚲ䈱ᣉ⸳ቇ䉕ⴕ䈦䈢䇯ᔃℂᜰዉଥ䈱⩵ᳰਥᐙ䉋䉍䇮
บᏒ䈮䈍䈔䉎ఽ┬⯦ᓙ䈱⁁䉇ఽ┬⋧⺣ᚲ䈱ᯏ⢻䈮䈧䈇䈩⻠⟵䈚䈩䈇䈢䈣䈐䇮ᣉ⸳ౝ䉕ቇ䈚
䈢䇯ᣉ⸳ౝ䈮⸳䈔䉌䉏䈢䇸ኅᐸቶ䇹䋨౮⌀ฝ䋩䈲䇮ቶ䈫䉻䉟䊆䊮䉫䉨䉾䉼䊮䈎䉌䈭䉎ౖဳ⊛䈭䋱㪛㪢
䈱ㇱደ䈪䈅䉎䈏䇮䈖䈖䈪ሶ䈬䉅䈢䈤䈏ⷫ䉇⡯ຬ䈫ᵹ䈚䈩䇮ኅᐸ⊛㔓࿐᳇䉕䉒䈦䈢䉍ኅᐸᓳᏫ䈱
✵⠌䉕䈚䈢䉍䈜䉎䈫䈇䈉䈍䉕⡞䈐䇮⇐ቇ↢䈱⊝䈘䉖䉅䈠䈱⸳䈮ᗵᔃ䈚䈢᭽ሶ䈪䈅䈦䈢䇯㩷
㩷 ࿁䈱ቇ䈲ㇺว䈮䉋䉍 㪊 ฬ䈱⇐ቇ↢䈚䈎ෳട䈪䈐䈎䈦䈢ὐ䈲ᱷᔨ䈪䈅䈦䈢䈏䇮䈸䈣䉖䋨ᣣᧄੱ
䈪䉅䋩䉎䈖䈫䈏䈭䈇ఽ┬⋧⺣ᚲ䈱ᣉ⸳ౝㇱ䉕䉎䈖䈫䈏䈪䈐䈢䈖䈫䈲䇮䈐䈦䈫⇐ቇ↢䈱ᣇ䇱䈮䈫䈦
䈩䉅⥄࿖䈱ఽ┬㗴䉕⠨䈋䉎䈪⾆㊀䈭㛎䈫䈭䈦䈢䈖䈫䈫ᕁ䉒䉏䉎䇯㩷
㩷 ࿁䈱ቇ䈪䈲บᏒఽ┬⋧⺣ᚲ䈱䉴䉺䉾䊐䈱⊝᭽䈮ᄢᄌ䈍䈮䈭䉍䉁䈚䈢䇯䈖䈱႐䉕୫䉍䈩
ᓮ␞↳䈚䈅䈕䉁䈜䇯㩷
− 11 −
ᣣᧄߩᢎ⢒㧔ቇᩞᢎ⢒㧕
ߚ
߫ߚ
ߚߌ
ߣ
↰ ┵ ஜ ੱ㧔ቇᩞᢎ⢒⻠ᐳ㧕
ฃ⻠⠪ߪ࠳ࡑࡑޔࠎߐࠕ࠾ࠫࠔࡧࠖ࠴࠶࠹ࠩࡔࡦࡑࠕޔࠎߐࠔ࠷ࡦࠪࠚࡧࡘࠪޔ
ࡕࡈࠕࡦࡃ࡛ࡦࡅࡕࡁࡆ࠶࠴ߐࠎߐࡦࡘࡅ࠰ࡦ࡙ޔࠎߐࡖࠫࡦࡔ࠻ࠝࡦࡌޔ
ࠎ ߩࠎߐ࠻ࠣࠜ࠷ࡃࡦࡖࡆ࠻࠶ࡃࡊࡦࠗޔ6 ฬߢߒߚޕ
ᬺߪޔ90 ಽᬺࠍว⸘ 4 ࿁ⴕ߹ߒߚޕ
ᬺౝኈߪޔᄢ߈ߊ 4 ߟߢߒߚޕ
㧔㧝㧕ᣣᧄߩቇᩞᢎ⢒ᐲߩ⇛
㧔Brief lecture on educational system in Japan㧕
㧔㧞㧕ߩᣣᧄߩᢎ⢒႐߇⋥㕙ߒߡࠆ⻉㗴ߦߟߡ
㧔About recent problems and issues in Japanese education㧕
㧔㧟㧕ᴦᤨઍએ㒠ߩᣣᧄߩᢎ⢒ߩᱧผߩ⇛
㧔Overview on the history of Japanese education since the Meiji period㧕
㧔㧠㧕ᣂቇ⠌ᜰዉⷐ㗔ߩⷐ
㧔On the new curriculum since 2011 in Japan㧕
㧔㧝㧕ߣ㧔㧞㧕ߦ㑐ߒߡߪޔਥߦޔᢥㇱ⑼ቇ⋭ߩ HP ߦߐࠇߡࠆࠆߺࠄ߆࠲࠺ޟᣣᧄ
ߩᢎ⢒ 2006⾗ࠍޠᢱߦߒޔㆡቱޔ㑐ㅪߔࠆߐࠄߦߒ࠺࠲ࠍ⚫ߒ߹ߒߚޕ
㧔㧝㧕ߢߪޔᣣᧄߦ߅ߌࠆ⟵ޔോᢎ⢒ߩዞቇᐕ㒢߆ࠄߪߓ߹ࠅޔᐜ⒩ዞ₸߿㜞╬ቇᩞ߿ᄢ
ቇ߳ߩㅴቇ₸ߥߤߩߣㆊࠍߦߣ߽ࠍ࠲࠺ޔⷰߒ߹ߒߚޔߚ߹ޕ6 ฬߩฃ⻠↢ߩ⥄࿖ߩ
⁁ᴫࠍ⚫ߒߡ߽ࠄߥ߇ࠄޔᖱႎ឵ࠍߒ߹ߒߚޕ
㧔㧞㧕ߢߪޔਇ⊓ᩞޔߓޔജⴕὑޔቇ⚖፣უޔㅢᏱቇ⚖ߦ☋ߔࠆ․ߥᢎ⢒⊛ᡰេࠍ
ⷐߔࠆሶߤ߽ߩߎߣޔPISA ࡚ࠪ࠶ࠢ╬ޔᣣߩᣣᧄߩᢎ⢒႐߇⋥㕙ߒߡࠆ⻉㗴ߦߟߡޔ
߅ߒߒ߹ߒߚޕᢎᏧߩ⟏ߦ㑐ߔࠆᣣᧄੱߩℂ⸃߇ޔฃ⻠⠪ߩ⥄࿖ߩℂ⸃ߣߪߛ߱㆑ߞߡ
ߡߒޔว߇⋓ࠅ߇ࠅ߹ߒߚޕቇ⚖፣უߩ VTR ߽ޔೝỗ⊛ߛߞߚࠃ߁ߢߔޕ
㧔㧟㧕ߪ߇┵↰ޔᚑߒߚ⾗ᢱࠍ߽ߣߦޔᴦᦼޔᄢᱜᦼޔᤘೋᦼߣ╙ޔੑᰴ⇇ᄢᚢ⋥ᓟ
ߩᣣᧄߩᢎ⢒ߩၮᧄ⊛ᕈᩰࠍޔࠈߒߦߥޕߚߒ߹ߒ⟵⻠ޔ⍴ᤨ㑆ߢߎࠇߛߌߩᤨઍࠍⷰߒ߹ߒ
ߚߩߢߡࠊ߈ޔᄢ߈ߥ․ᓽߩߺߩ⺑ߣߥࠅ߹ߒߚޕ
㧔㧠㧕ߪޔฃ⻠⠪ߩ㑐ᔃ߇㜞࠹ࡑߢߒߚޕᢥㇱ⑼ቇ⋭ߩ HP ߢߐࠇߡࠆޔᣂቇ⠌ᜰ
ዉⷐ㗔ߦߟߡߩࡄࡦࡈ࠶࠻ࠍޔㆡቱ⧷⺆ߦ⠡⸶ߒߡ⾗ޔᢱߣߒ߹ߒߚޕ
⻠⟵ߣߒวߪ⚿ޔዪߩ⑳ޕߚߒ߹ⴕߢ⺆⧷ޔ᜕⧷⺆ߩߚⶄޔ㔀ߥㇱಽࠍⶄ㔀ߥ߹߹
⺑ߔࠆߎߣ߇ߢ߈߹ߖࠎߢߒߚߒࠍ⸃⺋ޔߚㇱಽ߽ߞߚߣෂᗋߒ߹ߔࠊ߆߆߽ߦࠇߘޕ
ࠄߕޔᲤ࿁ߩ࠹ࡑߦ⥝ࠍ␜ߒߥ߇ࠄ⌀ޔߦ⡬⻠ߒߡߊࠇޔᵴ⊒ߥߒวࠍߒߡߊࠇߚฃ
⻠↢ߩߺߥߐࠎߦޔᔃࠃࠅᗵ⻢ߚߒ߹ߔޕ
ߎߩᬺࠍㅢߒߡ⥄ߩࠎߐߥߺޔ࿖ߩᢎ⢒ߩߎߣࠍ⍮ࠆߎߣ߇ߢ߈⥄⑳ޔりޔᣂ㞲ߢᭉߒᤨ
㑆ࠍㆊߏߔߎߣ߇ߢ߈߹ߒߚޕ
ߺߥߐࠎߩᓟߩߏᵴべࠍᦼᓙߒߡ߹ߔޕ
Please accept my best wishes for your success in the future㧍
− 12 −
ᣣᧄߩᢎ⢒
᪸ᧄ㓶ᄥ㇢㧔ቇᩞᢎ⢒⻠ᐳ㧕
╙㧝࿁⋡ߩᬺߪޔᣣᧄߩᢎ⢒ోߦ㑐ߔࠆ⍮⼂ࠍᢛℂߒ⋥ߔߚߦޔᢎ⢒ၮᧄᴺߩ᧦ᢥࠍ߽ߣߦ⻠⟵ࠍ
߅ߎߥߞߚޕᢎ⢒ߩℂᔨ߿ߐ߹ߑ߹ߥ㗔ၞߩᢎ⢒ߩታᘒߥߤࠍߋߞߡޔฦ࿖ߩㅢὐ߿㆑ࠍ⏕ߒߚޕ
╙㧞࿁⋡ߩᬺߪࡒޔ㧟ᐕ↢ߦࠃࠆදജߩ߽ߣߢޔᣣᧄߩᢎ⢒ߦ㑐ࠊࠆߐ߹ߑ߹ߥ࠹ࡑߦߟߡᬌ⸛
ߒߚᦨޕೋߦ㧟ᐕ↢㧠ฬ߇⥄ࠄߩ⚻㛎߿⥝㑐ᔃߦၮߠߡ㗴ឭଏ㗴ឭࠍ߅ߎߥࠍࠇߘޔฃߌߡ
ฦ࿖ߩᢎ⢒ᖱ߿ᢎ⢒ⷰࠍᛲ㔺ߒวޔᵹࠍᷓߚޕᛒߞߚ࠹ࡑߪޔવ⛔ᢥൻޔᄢቇ⹜↵ޔᅚቇ
ቇޔਛ㜞৻⽾ᢎ⢒ߣᄙᓀߢߞߚޕ
╙㧟࿁⋡ߩᬺߢߪޔ㒝ዻᐜ⒩ዊቇᩞਛቇᩞࠍቇߒߚޕᒰೋߪᣣᧄߩᢎ⢒ᖱߦ㑐ߔࠆ⻠⟵ࠍ੍
ቯߒߡߚ߇╙ޔ㧝࿁⋡ߩᬺߩ㓙ߦ⎇ୃ↢ߩⷐᦸࠍฃߌޔᕆㆰ੍ޔቯࠍᄌᦝߔࠆߎߣߣߥߞߚޕ
㧔⓭ὼߩଐ
㗬ߢߞߚߦ߽߆߆ࠊࠄߕᔟߊቇࠍ߅ᒁ߈ฃߌߚߛ߈߅ޔߦߥࠅ߹ߒߚ㒝ዻᩞߩవ↢ᣇߦߩߎޔ
႐ࠍ୫ࠅߡ߅␞↳ߒߍ߹ߔޕߚߒ߹ߑߏ߁ߣ߇ࠅޕ㧕
߹ߕᐜ⒩ߢߪ↱⥄ߩࠬࠢߩߡߴߔޔㆆ߮ࠍቇߒߚޕᕁᕁߦᵴേߒߡࠆሶߤ߽ࠍࠅߟߟ⊛
⏕ߦ㑐ࠊࠆᢎຬߩᓎഀޔㆆ߮ࠍㅢߓߡߩੱ㑆ᒻᚑࠍߑߔᐜఽᢎ⢒ߩℂᔨޔᄙ᭽ߥㆆ߮ࠍน⢻ߦߔࠆቶౝᄖ
ߩ⸳߇ߡߞߣߦߜߚ↢ୃ⎇ޔශ⽎⊛ߛߞߚࠃ߁ߢࠆޕ
ዊቇᩞߢߪޔ࿖⺆▚ᢙℂ⑼㖸ᭉ࿑Ꮏኅᐸ⑼⢒⧷⺆ᵴേߥߤᄙߊߩᬺࠍᰴߣޘቇߒߚޕ
⎇ୃ↢ߚߜߪޔℂ⑼ቶኅᐸ⑼ቶ㖸ᭉቶߥߤలታߒߚ⸳ޔሶߤ߽ߚߜߩ⪭ߜ⌕ߚቇ⠌ᘒᐲߣࠍࠇߘޔ
ଦߔᢎຬߩᜰዉജߦᒝශ⽎ࠍฃߌߡߚޕ
ਛቇᩞߢ߽ޔᢙቇℂ⑼⟤ⴚ⢒ᛛⴚኅᐸߥߤᄙߊߩᬺࠍቇߒߚ↢ޕᓤߚߜߪᕁᤐᦼߩ㔍ߒ
ᐕ㗃ߢߪࠆ߇ޔ
ዊቇᩞߣห᭽ߦ⪭ߜ⌕ߡቇ⠌ߒߡࠆ᭽ሶߪ⎇ୃ↢ߚߜߦߣߞߡ㛳߈ߢߞߚࠃ߁ߢޔ
ᢎຬߩᜰዉߩᎿᄦߦ߽ᗵᔃߒߡߚޕ
ቇోࠍㅢߓߡ⎇ୃ↢߇ᒝශ⽎ࠍฃߌߡߚሶߤ߽ߚߜߩⴕޟߩ⦟ߐߦ߆⏕ޔߪޠᣣᧄߩᢎ⢒ߩఝ
ࠇߚὐߢࠆߣᕁࠊࠇࠆޔߒ߆ߒޕᣣᧄ␠ળ߇ṛ߆ࠄ⣕ළߔࠆߚߦߪ␠ࠃࠅࠃޔળߦะߌߡᣂߚߥ⒎
ᐨࠍߟߊࠅߒߡߊࠍޠߐߒ߹ߊߚޟሶߤ߽ߚߜ߇りߦߟߌߡߊߎߣ߽ᔅⷐߢࠈ߁ޔߦࠆߔⷐޕᣣᧄ
ߦ߽ฦ⎇ୃ↢ߩᲣ࿖ߦ߽ߘࠇߙࠇߦߔߋࠇߚὐߣసߔߴ߈⺖㗴߇ࠆࠊߌߢޔ࿖㓙ᵹࠍㅢߓߡ߅ߦ
ቇ߮ว߁ࠃ߁ߥᘒᐲ߇ᄢಾߢࠆߣᡷߡᗵߓߚޕ
⎇ୃ↢ߩ⊝᭽߇ችၔᢎ⢒ᄢቇߢቇࠎߛߎߣࠍ↢߆ߒߏޔᵴべߐࠇࠆߎߣࠍ߅ࠅߚߒ߹ߔޕ
− 13 −
A COMPARATIVE STUDY OF EDUCATION SYSTEM
IN MYANMAR AND JAPAN
A REPORT
ON THE TEACHER TRAINING STUDENTS PROGRAM
(October 2009- March 2011)
ACADEMIC ADVISOR
Dr. Takaaki KOGANEZAWA
Professor
Miyagi University of Education
Guest Professor
United Nation Univ. IAS
By
SHWE THINZAR
B.A(Q), B.Ed.(Q),M.Ed.(Credit)
(MYANMAR)
MIYAGI UNIVERSITY OF EDUCATION
JAPAN
− 14 −
ACKNOWLEDGEMENTS
Firstly, I would like to express my sincere gratitude to the Japanese
Government and Ministry of Education ( Monbukagakusho ) for offering me
scholarship and an opportunity to study in Japan. I also would like to say
thanks to Ministry of Education, Union of Myanmar for offering me an
opportunity to study in Japan.
I would like to express my deepest gratitude to my Academic Advisor,
Professor Takaaki KOGANEZAWA who gave me guidance, advice,
encouragement and help during my study in Japan. And also thanks to
Associate Prof. Tomonori ICHINOSE, Akiko TAHASHI, Taketo TABATA and
other professors of Miyagi University of Education for their help, kind
supports and valuable lectures on Japanese Culture, Society, Nature and
Education.
I would like to say thanks to Japanese language teachers from both
Tohoku University and MUE who taught me Japanese language kindly and
patiently and Michino KAMATA and Kumiko SUGANAMI from staff of
foreign students section of MUE who always give me kindness and help. I
would like to give my special thank to my tutor, Mayuko san and my
lab-mates who always help me a lot for their kind support and suggestion.
Moreover, I would like to thank my host family who gave me help and took
care of me warmly and kindly.
I would like to show my particular thanks to U Thein Naing, Daw Myat
Myat Maw and Daw Myint Myint Hlaing from Department of Educational
Planning and Training, Daw Khin San Win from the Department of Basic
Education No. (2) and Japanese Embassy of Yangon for their kind supports
and guidance.
Moreover, I would like to give my special thanks to Dr. Aung Ko Ko,
principal of No.1 Basic Education High School, Dagon and Dr. Htun Ko from
Yangon University who always give me kind supports, help and guidance.
Finally, I would like to thank my parents, U Shwe Htoke and Daw Sein Mya,
my younger brother, Min Htike Shwe and Captain Zin Myat Lin for their
endless kindness and supports.
− 15 −
Table of Contents
Introduction
17
1.
1-1.
1-2.
2.
2-1.
2-1-1.
2-1-2.
2-1-3.
2-1-4.
2-2.
2-2-1.
17
18
18
19
19
20
21
22
22
23
25
2-2-2.
2-2-3.
2-2-4.
3.
3-1.
3-2.
4.
4-1.
4-2.
5.
Historical Overview of Education in Myanmar and Japan
Historical Overview of Education in Myanmar
Historical Overview of Education in Japan
School Education System in Myanmar and Japan
School Education System in Myanmar
Pre-school Education
Elementary School (Primary School)
Lower Secondary School (Middle School)
Upper Secondary School (High School)
School Education System in Japan
Pre-School Education
Kindergartens (Youchien)
Elementary School (ዊቇᩞ)
Lower-Secondary School (ਛቇᩞ)
Upper- Secondary School (㜞ᩞ)
6.
6-1.
Curriculum in Myanmar and Japan
Curriculum in Myanmar
Curriculum in Japan
Teacher Policy in Myanmar and Japan
Teacher Policy in Myanmar
Teacher Policy in Japan
A Comparative Analysis of Education System between Myanmar and
Japan
School Visiting and Observation
School Lunch (⛎㘩)
6-2.
6-3.
6-4.
School Excursion and Field Trip
After School Activities
Education for Sustainable Development (ESD) at Japanese Schools
25
26
27
28
28
33
38
38
41
44
46
49
50
50
51
53
55
Conclusion
References
− 16 −
A Comparative Study of Education System
in Myanmar and Japan
Introduction
Education is greatly important in every country. Education systems are
established to provide education and training, in most cases for children and
the young. Education and learning is one of the most important processes in
today’s society. The ministry of education in both countries state the code of
conduct for teachers, size of the educational instructional rooms, security
measures to be adhered to by every institution of learning and the society
mandate to education.
In Union of Myanmar, the educational system is operated by the
government Ministry of Education. The Ministry of Education is the main
provider of education and is functioning with the vision to create an
education system that will generate a learning society capable of facing the
challenges of the knowledge age. The Ministry of Education is implementing
short and long-term education development plans to develop a lifelong
learning society.
Japan has one of the world's best-educated populations, with 100%
enrollment in compulsory grades and zero illiteracy. In Japan, the education
system is a very important element which forms history and culture of Japan.
The Japanese educational system is a very strong instrument for their
national politics and cultural constant. Academic achievements of their
students are higher and fitting to the international standards. Japan has one
of the highest standards of education and one of the highest literacy rates in
the world. Consequently, many countries are interested in the education
system of Japan.
In this report, I study and present historical overview of education,
school education system, curriculum and teacher policy of Myanmar and
Japan, and I will make a comparative study on the education systems (only
basic education system) between Myanmar and Japan. And then I will write
school visiting and observation at Japanese schools. Finally, I will conclude
and mark some good things which will be useful to the education system of
Myanmar. 1. Historical Overview of Education in Myanmar and Japan
− 17 −
1-1.Historical Overview of Education in Myanmar
Education has been highly valued in Myanmar since early days.
Education during the time of Myanmar Kings was in harmony with the
social life of those days. Education was mainly religious and ethical.
Education was given in the monasteries which are located in nearly every
village. The monasteries not only provided religious knowledge but also
taught reading, writing, Arithmetic and later general curricula.
During long time the traditional monastic education contributed to
the extension of education and formation of the actual Myanmar culture.
Foreign visitors had been impressed with the high level of literacy prevailing
in the country.
In the British Colonial Period, Myanmar had three types of schools; the
vernacular school, the Anglo-Vernacular school and the English school
besides monastic schools. After the independence on 1948, several actions for
educational reform were taken based on the new education policy, and
scientific approach gradually started replacing traditional education.
After gaining independence in 1948, a statement of Educational Policy was
announced. The Pyidawtha Educational Plan was introduced in 1952. With
the enactment of the Union of Burma Basic Education Law in 1966, a
number of changes in basic education were initiated.
Qualitative improvement measures to be taken have been identified at
two national seminars on basic education and two national seminars on
higher education held in 1998, 1999 and 2000. The Special Four-year Plan
for Education—to be implemented during 2000/01-2003/04—was drawn by
the Ministry of Education with the vision to create an education system in
line with international standards and that can generate a learning society
capable of facing the challenges on the Knowledge Age. The Thirty-year
Long-term Education Development Plan for the period 2001/02–2030/31 is
the most ambitious of the plans launched by the Ministry of Education.
1-2.Hostrical Overview of Education in Japan
Formal education in Japan began with the adoption of Chinese culture
in the 6th century. The education system of Japan was formed for the first
time after Taiho Constitution in the 701. During the Tokugawa period
(1803-1868) in the center of administration Edo (Tokyo) books which were
conveying from the west was translated to the Japanese language. The
− 18 −
development of education in this period had prepared fundaments to
innovations of Meiji Restoration and therefore it has improved modern
education. The Meiji Restoration period was very important and had
innovations not just in social life but in education system too. Japan started
Westernizing during the Meiji era (1868-1912). The Meiji government
immediately instituted a new educational system based on French, German
and American model. Compulsory Education was introduced, mainly after
the Prussian model.
After the Second World War, Japanese education was modeled after the
American 6-3-3-4 system. Primary, secondary schools and universities were
established in 1872. In 1947, the Fundamental law of Education and the
School Education Law were enacted, establishing a formal educational
system on the principle of equal opportunity. Equal opportunity in education
is one of the modern education philosophy principles of Japan. In 1948, a
new system of upper secondary schools was established. Universities started
under the new system in 1949, and junior colleges in the following year.
Education of Japan came into the rapid development period since 1960
when the action of reform had begun. The reform actions have gained speed
in education since 1975. Three big reforms in education system have been
done at the end of the 19th – 20th century. A number of reforms were carried
out in the post-war period until today. They aimed at easing the burden of
entrance examinations, promoting internationalization and information
technologies, diversifying education and supporting lifelong learning.
The Ministry of Education, Culture, Sports, Science and Technology
(MEXT) is responsible administration. Recently, the MEXT initiated
significant far-reaching reforms to ensure their students have the necessary
thinking skills to be successful in the global economy of the 21st century.
2. School Education System in Myanmar and Japan
2-1.School Education System in Myanmar
The Myanmar Basic Education School system consists of five years of
primary school (Grades 1 to 5), four years of lower secondary (middle) school
(Grade 6 to 9) and two years of upper secondary (high) school education
(Grades 10 to 11), totaling 11 years.
All basic education schools are under the supervision of the Ministry of
Education. The administration and management of basic education is
− 19 −
undertaken by the three Departments of Basic Education and the
Department of Educational Planning and Training in accordance with the
directives of the four statutory bodies and organization; Basic Education
Council, Basic Education Curriculum, Syllabus and Textbook Committee,
and the Teacher Education Supervisory Committee. Pre-school education
and special education are under the authority of the Ministry of Social
Welfare. There are also primary schools offering pre-school education under
the Ministry of Education.
The school year begins on June 1st and ends on March 31st of the
following year. Both primary and secondary schools adopt two-term school
year. First term is from June to October and the second term is from
November to March. There are five school days in a week. Generally, schools
are closed on Saturdays and Sundays, national holidays and long term
vacations. Summer vacation is from April to May. A school year has 196 days
of effective classes. The timetable of schools in Myanmar depends on the type
of school; both primary and secondary schools time are generally from
9:00A.M to 4:00P.M.
There is the same school uniform for all secondary students and teachers.
All schools in Myanmar cannot provide lunch for students. The students
have to take their lunch boxes and those who do not take lunch box return to
home to have their lunch during lunch time. Lunch time lasts one hour.
There is no health care center for students in all school of Myanmar.
2-1-1. Pre-school Education
Pre-school education is under the authority of the Ministry of Social
Welfare, Department of Social Welfare. The concept of early childhood care
and development (ECCD) is relatively new in Myanmar. The limited
availability of child-care services, particularly in the rural areas, is a matter
of concern (UNICEF,1999). Pre-school centres cater to children aged between
3 and 5. Generally, children are placed in groups according to their age, i.e.
3/4-year-olds and 4/5-year-olds. In pre-school centres, attention is given to
the following aspects: physical development of the children; development of
basic language skills; acquisition of basic numerical skills; cultivation of good
conduct and ability to show respect to elders; formation of habits for
self-discipline; development of spirit of self-reliance and love of work;
development of group and collective work habits; cultivation of sense of
responsibility; development of creative ability; development of love of one’s
− 20 −
natural environment and people.
By the end of the 1990s, the Department of Social Welfare financed and
operated 61 day-care centres and pre-primary schools throughout the
country, and subsidized 424 voluntary day-care centres out of a total of 671.
National policies adopted in 1993 encourage the participation of NGOs,
communities and families in ECCD activities. Seventeen community-based
ECCD centres have been established in Yangon, Mandalay and Taunggyi in
Shan State with the support of UNICEF. The Department of Basic Education
also introduced a pre-primary education program in state schools where
there is teacher and additional space for the pre-primary class. UNICEF is
also supporting the Department of Basic Education in the training of
teachers for the pre-primary education program. In addition, the “Primary
Education for All” project—funded by UNDP and executed by
UNESCO—finances a community-based ECCD program in forty-five poor
villages. In 2004/05 there were 820 primary schools under the Ministry of
Education offering pre-school education with a total enrolment of 18,998
children.
2-1-2.Elementary School (Primary School)
Primary education is the first stage of basic education and, in principle,
is compulsory and free. Primary education is organized in two cycles: lower
(kindergarten year (Grade1) and Grades2 and 3), and upper primary
(Grades4 and 5).The entry age of primary school is 5.
Concerning the curriculum, Myanmar language, English and
mathematics are the core subjects. At the lower primary level, general
studies include both social and nature studies. At the upper level, basic
science and social studies (including geography, history, moral and civics,
and life skills) were introduced in the 1998/99 school year. Life skills
education has been introduced at schools as part of the national curriculum
with the objectives of imparting skills to live in conformity with the
environment and to practice appropriate basic life skills for a physically and
mentally healthy life and to protect from commonly occur preventable
diseases. It deals with the psychosocial competencies such as problem
solving, creative thinking, critical thinking, decision making, communication,
self awareness, interpersonal skills, empathy, and ability to cope with
emotions and stress. Primary teachers are generally responsible for all
subjects.
− 21 −
The average number of pupils per class was 40 and the average
teacher-pupil ratio was 1:31 in rural areas and 1:26.5 in urban areas. Each
teaching period lasts 30 minutes at the lower primary and 35 minutes at the
upper primary. Students are given a total mark of 100 for each subject in the
chapter-end test to measure academic progress. To be promoted to the next
level, students must obtain at least 40% in both academic and school
activities.
2-1-3. Lower Secondary School ( Middle School)
After completion of the elementary education, the children begin to take
their lower secondary education. All lower secondary students have to learn
lower secondary level of basic education for 4 years from the age of 10 to 14.
This level includes from Grade 6 to Grade 9.
All lower secondary students have to learn all compulsory subjects;
Myanmar, English, Mathematics, Social Studies and General Science and
other subjects; Moral Education, Vocational Education, Aesthetics Education
and Physical Education. They also have to participate in school activities. At
this level, individual subjects are taught by different teachers.
There are over 40 students in each classroom. There are 7 teaching
periods a day for lower secondary level and one teaching period is 45 minutes
long. In the examination at the end of the second semester, a student needs
to answer one question paper of 1.5 hours for each subject. The level of
participation of the student in school and community activities is also taken
into consideration. Assessment of the student’s participation is carried out by
a team consisting of the principal of the school, the class teacher and another
teacher who is directly related to specific activities. There is no entrance
examination to enter the upper secondary school.
2-1-4. Upper Secondary School ( High School)
Students enter the upper secondary level at the age of 15 and
graduates at 16. Students who have completed the lower secondary course
may go on to upper secondary schools. This level includes Grade 10 and
Grade 11. Grade 11 must have to sit the Matriculation Examination.
At the upper secondary level, there are compulsory and optional subjects.
Myanmar language, English and mathematics are compulsory subjects,
while physics, chemistry, biology, geography, history, economics and optional
Myanmar are optional subjects. A student has to choose three subjects from
the group of optional subjects. Like the lower secondary level, individual
− 22 −
subjects are also taught by different teachers.
Like the lower secondary level, there are over 40 students in each
classroom, 7 teaching periods a day and one teaching period is 45 minutes
long.
Grade 11 students have to participate in school activities and sit
chapter-end tests in the first semester and the examination at the end of the
second semester. The Basic Education Grade 11 Examination (Matriculation)
at the end of the second semester must be conducted at least three weeks
before the university entrance examination. Students having completed the
high school are awarded the high school completion certificate. At the end of
the upper secondary level, students sit for the matriculation examination to
enter the tertiary level. Students who passed the university entrance
examination and are qualified for admission to vocational universities and
institutions, have to sit the entrance examination administered by these
establishments.
2-2. School Education System in Japan
The present structure of formal school system is 6-3-3, 6 years of
elementary level (Grade 1 to 6), 3 years of lower secondary level (Grade 1 to
3) and 3 years of upper secondary level (Grade 1 to 3). The first nine years of
elementary and lower secondary schools are compulsory and free for all
school children between at the ages of 6 and 15.
The chart below shows the Japanese education system according to age,
grade, and available educational facilities.
㩷
− 23 −
The Japanese educational system is a moderately centralized,
single-track system. The government is responsible for setting national
standard for curriculum development, for authorizing textbooks, and for
ensuring the uniform use of textbooks in all schools. At the regional level,
each prefecture or major urban district has it’s own board of education. In
some prefecture, high schools are under the direct authority of these boards,
while elementary and junior high schools are managed by local (municipal)
boards of education. Generally, in more rural areas, high schools will be
managed directly by the prefecture board and municipal board. Elementary
and junior high schools by the municipal board whereas in large urban
centers, all schools are under the authority of one board.
The Japanese school year begins on April 1st and ends on March 31st of
the following year. Kindergartens, elementary, lower secondary schools and
most upper secondary schools adopt a three-term school year, from April to
July, September to December and January to March. School holidays are
national holidays prescribed by law, Saturdays and Sundays and long-terms
vacations. Vacations are usually scheduled in summer, winter and spring.
Schools in Japan usually start at 8:30 A.M and finish at 3:50 P.M. In
elementary school, lessons last 45 minutes with a 10 minutes break between
them. In lower secondary school, lessons last 50 minutes. Students go to
school on Saturday mornings till 12:30 twice a month. There are officially 35
weeks of schooling a year.
Students have to take entrance examination for junior high school, high
school and university.
Each school has a unique uniform that makes its students easily
identifiable to the public. Modern Japanese schools wear and school
uniforms vary significantly depending on the age-level of education. In
general, students of kindergarten do not wear the uniforms, but some of
schools have their own school uniforms. Elementary school students also do
not wear school uniforms, but they must wear a yellow cap or hat, if it rains,
they must hold a yellow umbrella when they are going to school. The reason
that they use yellow hat and umbrella is for road safety.
All schools in Japan provide lunch for all students and they can have
their lunch during lunch time at schools. There is a health care center for
students in each school in Japan.
− 24 −
2-2-1. Pre-School Education
Kindergartens ( Youchien)
Kindergartens admit children aged 3, 4 or 5 and provide them with
one-to three year courses. In Kindergartens, children are educated until the
age of 6. The minimum number of school weeks is 39 weeks a year and the
standard number of classroom hours is 4 hours per day. The courses in
Kindergarten include the five fields of Health, Human Relations,
Environment, Language and Expression.
Early childhood education begins at home, and there are numerous
books and television shows aimed at helping mothers of preschool children to
educate their children and to "parent" more effectively. Much of the home
training is devoted to teaching manners, proper social behavior, and
structured play, although verbal and number skills are also popular themes.
Parents are strongly committed to early education and frequently enroll
their children in preschools.
Preschools (yochien), predominantly staffed by young female junior
college graduates, are supervised by the Ministry of Education, but are not
part of the official education system. In addition to preschools, a
well-developed system of government-supervised day-care centers (hoikuen),
supervised by the Ministry of Labor, is an important provider of preschool
education. Together, these two kinds of institutions enroll well over 90
percent of all preschool age children prior to their entrance into the formal
system at first grade. The Ministry of Education's 1990 Course of Study for
Preschools, which applies to both kinds of institutions, covers such areas as
human relationships, environment, words (language), and expression.
Starting from March 2008 the new revision of curriculum guidelines for
kindergartens as well as for preschools came into effect.
2-2-2. Elementary School ( ዊቇᩞ )
All children enter first grade at age 6, and starting school is considered a
very important event in a child’s life. For six years (Grade 1 to 6) from age six
to twelve, this is the first stage of compulsory education for Japanese
children.
The ministry's Course of Study for Elementary Schools is composed of a
wide variety of subjects, both academic and nonacademic, including moral
education and "special activities." "Special activities" refer to scheduled
weekly time given over to class affairs and to preparing for the school
− 25 −
activities and ceremonies that are used to emphasize character development
and the importance of group effort and cooperation. The standard academic
curriculums include Japanese language, social studies, arithmetic, and
science. Nonacademic subjects taught include art and handicrafts, music,
homemaking, physical education, and moral education. Japanese language is
the most emphasized subject. Elementary teachers are generally responsible
for all subjects, and classes remain in one room for most activities.
Elementary school classes are large, about thirty-one students per class
on average, but higher numbers are permitted. The maximum number of
students per class is 40. Students are usually organized into small work
groups, which have both academic and disciplinary functions. Discipline also
is maintained, and a sense of responsibility encouraged, by the use of student
monitors and by having the students assume responsibility for the physical
appearance of their classroom and school.
Each class lasts 45 minutes in the elementary school. Students are given
10 minutes break between consecutive classes. Virtually all elementary
school children receive a full lunch at school. Lunch time starts at 12:30 P.M
and lasts for about 40 minutes. The students are responsible for serving the
lunch and cleaning up.
Elementary school education is seen in Japan as fundamental in
shaping a positive attitude toward lifelong education. Regardless of academic
achievement, almost all children in elementary school are advanced to
lower-secondary schools, the second of the two compulsory levels of
education.
2-2-3. Lower-Secondary School (ਛቇᩞ )
Lower-secondary school covers grades seven, eight, and nine children
between the ages of roughly twelve and fifteen with increased focus on
academic studies.
All course contents are specified in the Course of Study for
Lower-Secondary Schools. Some subjects, such as Japanese language and
mathematics, are coordinated with the elementary curriculum. Others, such
as foreign-language study, begin at this level, though from April 2011
English will become a compulsory part of the elementary school curriculum.
The junior school curriculum covers Japanese language, social studies,
mathematics, science, music, fine arts, health, and physical education. All
students are also exposed to industrial arts and homemaking. Moral
− 26 −
education and special activities continue to receive attention.
Students also attend mandatory club meetings during school hours, and
many also participate in after-school clubs. Most lower secondary students
say they liked school, although it is the chance to meet their friends
daily--not the lessons--that is particularly attractive to them.
Unlike elementary students, lower-secondary school students have
different teachers for different subjects. The teacher, however, rather than
the students, moves to a new room for each fifty-minute period. One class
period is 50 minutes long. Classes are divided by subjects and large, with
thirty-eight students per class on average, and each class is assigned a
homeroom teacher who doubles as counselor. Instruction in lower secondary
school tends to rely on the lecture method. Teachers also use other media
such as television and radio, and there is some laboratory work.
2-2-4.Upper- Secondary School ( 㜞ᩞ )
Upper secondary school is not compulsory in Japan but 94% of lower
secondary school graduates entered upper secondary schools as of 2005.
Students between the ages of 15 and 18 who have completed nine- year
compulsory education in elementary and lower secondary school may go on
to upper secondary school for three years. Students must normally take
entrance examinations to enter upper secondary school.
In upper secondary school, there are three types of courses: full-day,
day/evening and correspondence courses. Full-day courses last for three
years. The majority of the day/evening courses are held in the evening. Both
the day/evening and the correspondence courses lead to certificate
equivalent to the students in the full-day course. The most common type of
upper-secondary schools has a fulltime , general program that offered
academic courses for students preparing for higher education and also
technical and vocational courses for students expecting to find employment
after graduation. A small number of schools offer part-time or evening
courses or correspondence education.
The first-year programs for students in both academic and commercial
courses are similar. They include basic academic courses, such as Japanese
language, English, mathematics, and science. In upper-secondary school,
differences in ability are first publicly acknowledged, and course content and
course selection are far more individualized in the second year. However,
there is a core of academic material throughout all programs.
− 27 −
Vocational-technical program includes several hundred specialized courses,
such as information processing, navigation, fish farming, business English,
and ceramics. Business and industrial courses are the most popular.
Most upper-secondary teachers are university graduates. Upper
secondary schools are organized into departments, and teachers specialize in
their major fields although they teach a variety of courses within their
disciplines. Teaching depends largely on the lecture system, with the main
goal of covering the very demanding curriculum in the time allotted.
Approach and subject coverage tends to be uniform, at least in the public
schools. As in lower-secondary school, the teachers, not the students, move
from room to room after each fifty-minute class period.
High school periods, like those in junior high school, last 50 minutes and
the school year is scheduled for 1,190 hours. As in junior high school, extra
classes are commonly provided by academic high schools, but vocational
schools rarely organize such classes. Clubs and other extra-curricular
activities also consume a good deal of the students' time. After-school clubs
provide an important upper-secondary school activity. Sports, recreational
reading, and watching television are popular daily leisure activities, but
schoolwork and other studies remain the focus of the daily lives of most
children. The college entrance examinations greatly influence school life and
study habits, not only for college-bound students but also indirectly for all;
the prospect of the examinations often imparts a seriousness to the tone of
school life at the upper-secondary level.
3. Curriculum in Myanmar and Japan
At the heart of school-management is the most important task of
designing and implementing what kind of curriculum is best, and to know
how to evaluate and improve it. Curriculum is also said to be the global
design of school education. Curriculum plays an important role in
determining the class, the teacher’s education activities and the contents of
students learning activities.
3-1. Curriculum in Myanmar
The quality of basic education is being promoted through curriculum
reforms to help individuals realize their full potential and become qualified
human resources for the nation.
The Department of Educational Planning and Training (DEPT) has the
− 28 −
main responsible for the administration and management of’ curriculum and
textbooks, teacher education and special projects. The curriculum section
under the DEPT is responsible for the organization of curriculum
development at the basic education level. A deputy director and assistant
director head the curriculum section. The science and the arts curriculum
sections each have one staff officer and one deputy staff officer. The
curriculum section is also responsible for co-operating on and facilitating the
task of printing and distribution of textbooks and stationery for students of
all levels. A basic education curriculum, syllabus and textbook committee is
wholly responsible for curriculum development at all levels of basic
education. The functions of this national-level curriculum committee include:
drawing-up, scrutinizing and revising curricula and syllabi; compiling and
writing textbooks; preparing teaching aids; recommending types of
performance assessments.
Subject area curriculum committees, headed by appropriate specialist
professors, work under the direction of the national curriculum committee.
Members of the subject committees include representatives from the
Myanmar Education Research Bureau, Institute of Education, teacher
education colleges and schools, subject experts and selected teachers. The
DEPT deputy staff officers serve as secretaries for these subject curriculum
committees, which are involved in: writing and compiling textbooks;
preparing prototype teaching aids and materials and teacher’s manuals;
designing test formats for performance assessment; and revising the
curriculum content in conformity with policy changes. Other functions of
these committees involve: conducting in-service training for all levels,
whenever necessary; responding to inquiries about curriculum and textbook
matters; script-writing for educational radio and television.
An overview of curriculum responsibilities—including those at the
regional/provisional and school levels is:
(1) Central level: Ministry of Education- Basic Education Curriculum,
Syllabus and Textbook Committee.
(2) Regional/ Provisional Level: State/ Division Educational Officers,
Inspectors and Education Colleges.
(3)S
School Level: Headmasters, Teachers and communities.
All textbooks for secondary schools are the same and not free, and these
are published by Basic Education Curriculum, Syllabus and Textbook
− 29 −
Committee.
The curricula for primary education was revised and redesigned in
1998 to introduce Life-Skills, Natural Science, Morals and Civics in lower
elementary ( primary) level and Social Studies (History, Geography) and
Basic Science as core subjects in addition to Myanmar, English and
Mathematics in the upper elementary (primary) level.
The following two tables show standard school hours of class sessions in
lower elementary and upper elementary schools in Myanmar.
Table (1) Standard hours of class sessions in Lower Elementary Level
(Grade-1st, 2nd, 3nd)
No. Subjects
Teaching
Periods in
one week
1
2
3
4
Myanmar
English
Mathematics
General Subjects
(a) Natural Science
(b) Moral and Civics
(c) Life Skills
Aesthetics Education
Physical Education
School Activities
11periods
4periods
7periods
Total
40periods
5
6
7
4periods
2periods
3periods
3periods
4periods
2periods
Teaching
Periods in
one year
Total
Hours in
one year
396periods 198hours
144periods 72hours
252periods 126hours
144periods
72periods
108periods
108periods
144periods
72periods
72hours
36hours
54hours
54hours
72hours
36hours
1440periods 720hours
Note: (a) 1period= 30minutes, 1day= 8period, 1week= 40periods,
1year= 36weeks.
(b) Union Spirits Lessons are allocated to teach in periods of school
activities.
Table (2) Standard hours of class sessions in Upper Elementary Level
( Grade-4th, 5th )
No. Subjects
Teaching
Periods
one week
1.
2.
3.
8periods
5periods
7periods
Myanmar
English
Mathematics
− 30 −
Teaching
Total
in Periods in Hours in
one year
one year
288periods 168hours
180periods 105hours
252periods 147hours
4.
5.
6.
7.
8.
Social Studies
(a) Geography
(b) Moral and Civics
(c) Life Skills
Basic Science
Aesthetics Education
Physical Education
School Activities
4periods
2periods
2periods
4periods
3periods
4periods
1period
Total
40periods
144periods
72periods
72periods
144periods
108periods
144periods
36periods
84hours
42hours
42hours
84hours
63hours
84hours
21hours
1440periods 840hours
Note: (a) 1period= 35minutes, 1day= 8periods, 1week= 40periods,
1year= 36weeks
(b) Union Spirits Lessons are allocated to teach in periods of Moral and
Civics.
The lower secondary (middle) school curriculum has been expended to
include prevocational education, and was also revised and new Myanmar,
English, Mathematics, Social Studies (Geography and History) and General
Science texts and teachers guides were introduced in 2000-2001 academic
year. The curriculum organization of lower secondary level and time
allocation are shown in the table (3).
Table (3) Standard hours of class sessions in Lower Secondary Level
(Grade- 6th, 7th, 8th, 9th)
No. Subjects
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Myanmar
English
Mathematics
Social Studies
General Science
Moral and Civics
Life Skills
Vocational Education
Aesthetics Education
Physical Education
School Activities
Total
Teaching
Periods
one week
5periods
6periods
7periods
6periods
4periods
1period
1period
1period
1period
2periods
1period
35periods
− 31 −
Teaching
Total
in Periods in Periods in
one year
one year
180periods
216periods
252periods
216periods
144periods
36periods
36periods
36periods
36periods
72periods
36periods
135hours
162hours
189hours
162hours
108hours
27hours
27hours
27hours
27hours
54hours
27hours
1260periods 954hours
Note: (a) 1period= 45minutes, 1day= 7periods, 1week= 35periods,
1year= 36weeks.
(b) Union Spirits Lessons are allocated to teach (10) periods from the
Subjects of Moral and Civics.
At the upper secondary ( high) school level, the curriculum has seen
major reforms with the designating of Myanmar language, English, and
Mathematics as core subjects and free choice of any three electives from
among Physics, Chemistry, Biology, Geography, History, Economics and
Optional Myanmar forming 8 combinations. The number of combinations
was increased to give a wide variety of choices with which students can
match their aptitude, special interest and strengths and also to be able to
study in depth. The following table shows standard hours of class sessions in
upper secondary schools in Myanmar.
Table (4) Standard hours of class sessions in Upper Secondary Level
(Grade-10th, 11th)
No. Subjects
1.
2.
3.
Myanmar
English
Mathematics
4.
5.
6.
.
7.
8.
9.
10.
Science Subjects
Physics
Chemistry
Biology
Arts Subjects
Geography
History
Economics
Optional Myanmar
11.
12.
13.
14.
Moral and Civics
Vocational Education
Physical Education
Aesthetics Education
Teaching
Periods in one
week
5periods
5periods
5periods
15periods
(only
3subjects)
1period
1period
1period
1period
− 32 −
Teaching
Periods in
one year
180periods
180periods
180periods
540periods
(180periods
for each
subject)
36periods
36periods
36periods
36periods
Total Hours
in one year
135hours
135hours
135hours
405hours
(135hours for
each subject)
27hours
27hours
27hours
27hours
15
School Activities
Total
1period
35periods
36periods
27hours
1260periods
945hours
Note: (a) 1period= 45minutes, 1day= 7periods, 1week= 35periods,
1year= 36week.
(b) Union Spirit Lessons are allocated to teach (10) periods in one year
from the subjects of Moral and Civics.
3-2. Curriculum in Japan
The Japanese school curriculum is the educational program designed by
the Ministry of Education, Culture, Sports, and Technology (MEXT) to
achieve the schools’ targets, taking into account the developmental
conditions of the students, in accordance with the laws and regulations
concerned. Historically, the MEXT has renewed the national curriculum
standards regularly at a pace of about once in every ten years. The course of
study in Japan provides the basic frame work for the curriculum; the aim of
each subject and the aims and content of teaching at each grade were revised
and reissued in December 1998 and were drawn up on the basis of the four
guidelines:
(a) to encourage the development of young people who are rich in heart and
well equipped to contribute to society,
(b) to enhance children’s ability to think and for themselves,
(c) to develop a comfortable educational environment which successfully
equips students with essential knowledge and skills as well as develops
students’ individual personalities, and
(d) to encourage each school to seek out its own special characteristics and
redefine itself as a unique side of distinct education.
Curriculum planning involves the following: the Ministry of Education,
Science, Sports and Culture (the nation), the board of education and each
school. The responsibility for curriculum planning, is substantially
attributed to the school, which is directly involved in education. In particular
the final responsibility has being shouldered by the principal of each school,
and the actual planning is accomplished through the cooperation of all the
teaching staff in the school.
Individual schools organize their own curriculum, and taking into
account the actual circumstances of each school and each community, and
the stage of mental and physical development of the children enrolled, as
− 33 −
well as their characteristics. Schools are required to use textbooks and most
of these textbooks are edited by private entities in accordance with the
National Curriculum Standards are authorized by Monbusho. The central
government provides the textbooks free of charge to students in national,
public and private compulsory education schools. The typical steps and
procedures involved in determining the curriculum are: clarification of the
aims of the school; determining the schedule; investigating the standard
curriculum and establishing a connection between the curriculum and the
aim of the school; and organizing the curriculum in terms of course selection
and allocation of school days and hours. At present, curriculum in Japan
includes three areas: subjects, moral education (except for senior high school),
and special activities.
The elementary school curriculum is divided into three categories:
regular subjects, moral education and special activities. All elementary
school students receive instruction nine regular subjects including Japanese
Language, Social Studies, Mathematics, Science, Life Environment Studies,
Music, Drawing and Handicrafts, Home making, and Physical education.
Moral education classes are seen as the main as the main task of the
elementary school system and include health and safety, disciplined life and
courtesy. Moral education is also seen as more effectively carried on through
the school routine and daily interactions that go on during the class cleaning
and school lunch activities. Special activities fall into four areas:
encompassing class, school association, club and school activities. The
structure of teaching subjects in elementary schools has been almost the
same since the 1st grade. Others, such as foreign-language study, begins at
this level and from April 2011 English became a compulsory part of the
elementary school curriculum. The standard numbers of teaching hours of
subjects for elementary schools are shown in Table (5).
Table (5) Standard hours of class sessions in Elementary Schools
No.
Subjects
1.
Japanese Language
2.
Social Studies
3.
Arithmetic
4.
Science
5.
Life Environment Studies
6.
Music
Grade1 Grade2 Grade3 Grade4 Grade5 Grade6
272
-
280
235
-
70
235
180
175
85
90
100
114
155
150
150
150
150
-
-
70
90
95
95
102
105
-
-
-
-
53
70
60
60
50
50
− 34 −
53
70
60
60
50
50
-
-
-
-
60
55
Physical Education
90
90
90
90
90
90
10.
Moral Education
34
35
35
35
35
35
11.
Special Activities
34
35
35
35
35
35
12.
Period
-
-
105
105
110
110
782
840
910
945
945
945
7.
Arts and Handicraft
8.
Homemaking
9.
for
Integrated
Study
Total
Note: One unit school hour is a class period of 45 minutes.
The lower secondary school curriculum is similar to that of elementary
school, and also encompassing regular subjects, moral education, and special
activities. However lower secondary school students have additional courses,
such as fine arts, technical arts, and foreign languages, from which they may
choose elective course work. The standard curriculum for the lower
secondary level requires the following subjects: Japanese language, Social
Studies, Mathematics, Science, music, fine arts, health, and physical
education. There are also electives in English, extra-curricular activities as
well as an hour per week of moral education. Students now receive
instruction from specialist subject teachers. The pace is quick and
instruction is textbooks bound because teachers have to cover a lot of ground
in preparation for high school entrance examinations. The following table
shows the standard school hours a year for lower secondary schools.
Table (6) Subjects and Standard school hours in Lower Secondary Schools
No. Subjects
Grade-1
1.
2.
3.
4.
5.
6.
7.
8.
9.
Japanese Language
Social Studies
Mathematics
Science
Music
Fine Arts
Health and Physical Education
Industrial Arts and Homemaking
Foreign Language
10
Grade-2
Grade-3
140
105
105
105
45
45
90
70
105
105
105
105
105
35
35
90
70
105
Moral Education
35
35
35
11.
Special Activities
35
35
35
12.
Elective Subjects
0- 30
50- 85
105-165
− 35 −
105
85
105
80
35
35
90
35
105
13
Period for Integrated Study
Total
70-100
70-10
70-130
980
980
980
Note: One unit school hour is a class period of 50 minutes.
In upper secondary schools, differences in ability are first publicly
acknowledged, course content and course selection are far more
individualized in the second year. However, there is a core of academic
material throughout all programs. Vocational-technical program includes
several hundred specialized courses, such as information processing,
navigation, fish farming, Business English and ceramics. Business and
industrial courses are the most popular. Upper secondary school courses are
classified into three categories; general, specialized and integrated courses.
The specialized courses may be further classified into agriculture, industry,
commerce, fishery, home economics, nursing, science-mathematics, physical
education, music, arts, English language and others. The integrated courses
provide general and specialized education in an integrated manner or
elective basis of the students. The upper secondary school curriculums for
students who pursue the general academic program include both regular
subjects and special activities. Moral education is presumed to be
incorporated in other subjects at the upper secondary level. The students
pursuing the academic upper secondary program are required to take course
in Japanese language, Geography and History, Civics, Mathematics, Science,
Health and Physical Education, Arts and Home Economics. The following
table (7) shows the subject areas, subjects and the number of credits to be
given for general education which is prescribed in the present course of
study.
Table (7) The General Education Subjects and Standard Number of Credits
for each Subject.
Subject Areas
Subjects
Standard Number
of Credits
Japanese Language
Japanese Language1
4
Japanese Language2
4
Japanese Language Expression
2
Contemporary Japanese Language
4
Contemporary Japanese Use and Usage
2
Classics 1
3
Classics 2
3
− 36 −
Appreciation of Classics
2
World History A
2
World History B
4
Japanese History A
2
Japanese History B
4
Geography A
2
Geography B
4
Contemporary Society
4
Ethics
2
Politics and Economy
2
Mathematics 1
4
Mathematics 2
3
Mathematics 3
3
Mathematics A
2
Mathematics B
2
Mathematics C
2
Integrated Science
4
Physics 1 A
2
Physics 1 B
4
Physics 2
2
Chemistry 1 A
2
Chemistry 1 B
4
Chemistry 2
2
Biology 1 A
2
Biology 1 B
4
Biology 2
2
Earth Science 1 A
2
Earth Science 1 B
4
Earth Science 2
2
Health and
Physical Education
7-9
Physical Education
Health
2
Arts
Music 1
2
Music 2
2
Music 3
2
Fine Arts 1
2
Fine Arts 2
2
Geography and History
Civics
Mathematics
Science
− 37 −
Foreign Language
Home Economics
Fine Arts 3
2
Crafts Production 1
2
Crafts Production 2
2
Crafts Production 3
2
Calligraphy 1
2
Calligraphy 2
2
Calligraphy 3
2
English 1
4
English 2
4
Oral Aural Communication A
2
Oral Aural Communication B
2
Oral Aural Communication C
2
Reading
4
Writing
4
General Home Economics
4
Home Life Techniques
4
General Home Life
4
Note: (a) 35 school hours of lesson per school year are counted as one credit.
(b) One school hour lasts 50 minutes.
4. Teacher Policy in Myanmar and Japan
4-1. Teacher Policy in Myanmar
Nurturing teachers and upgrading the quality of basic education
teachers is one of the main tasks of the education promotion program in
Myanmar. The Ministry of Education is employing innovative means to get
the required number of qualified teachers. Teacher training in basic
education sub-sector is provided using a two-pronged approach – pre-service
teacher training programs and in-service teacher training programs.
Until the 1997/98 academic year, there were five teacher-training
colleges and fourteen teacher-training schools under the Department of
Educational Planning and Training. There are two Institutes of Education
under the Department of Higher Education. There is also a University
of
the Development of the National Races (UDNR) under the
Civil Service Selection and Training Board which trains local ethnic
teachers from remote and border areas.
Since June 1998, all existing institutions are being affiliated to the
− 38 −
Institutes of Education as Education Colleges Level II (the former
teaching-training schools) and Education Colleges Level I (the former
teacher-training colleges). Education Colleges Level II are responsible for the
training of elementary/primary school teachers (one-year course leading to
the Certificate in Education), while Education Colleges Level I are
responsible for the training of lower secondary/middle school teachers
(two-year course leading to the Diploma in Education). Institutes of
education were responsible for the training of upper secondary/high school
teachers (three to four-year course leading to the Bachelor of Education
degree). At the post-graduate level, the following programs are offered:
one-year Post-graduate Diploma in Teaching course (offered since 1999 by
the Institute of Education, Yangon); two-year master’s degree course; and
doctoral degree course. Correspondence courses for in-service teachers are
also offered.
Holders of a certificate in education are considered as teaching
professional grade (1) and they are appointed as elementary/primary school
teacher. Diploma holders are considered as teaching professional grade (2),
are eligible to work as lower secondary school teachers and are appointed as
junior assistant teacher (JAT). Those who possess a Bachelor of Education
degree are considered as teaching professional grade (3) and appointed as
senior assistant teacher (SAT) in upper secondary/high schools.
Post-graduate degree holders are considered as teaching professional grade
(4).
The pre-service teacher training program has been introduced to expend
the pool of qualified teachers and to produce an adequate supply of teachers
for the school under the Ministry of Education. To provide more effective
pre-service teacher training program, teacher training institutions have
been upgraded and new programs introduced to meet the changing needs of
schools.
In 1998-99AY, teacher training colleges and teacher training schools
were upgraded to Education Colleges and pre-service teacher training
program was introduced at these Education Colleges. The twenty Education
Colleges conduct two types of course: the one year Primary Teacher Training
Course and the two-year Secondary Teacher Training Course. The one
–year Primary Teacher Training Course confers the Certificate in Education
and trainees who have completed the course are eligible to be appointed as
− 39 −
elementary/primary school teachers. The two years who have completed the
course are eligible to work as lower secondary school teachers.
Yangon Institute of Education and Sagaing Institute of Education
conduct pre-service B.Ed Degree program, which is opened to those who have
completed two years of training at Education Colleges and are qualified to
attend the course. Matriculates may also join the Direct Intake pre-service
B.Ed program. The duration of the course is four years. Graduates from
these courses are appointed as upper secondary teachers.
In 1999-2000 AY, the Postgraduate Diploma in Teaching (PGDT)
program and Postgraduate Diploma in Multimedia Arts (Education)
(PGDMA) program were initiated and are conducted by the Institutes of
Education to produce more qualified teachers. Both programs accept
pre-service and in-service trainees. The PGDMA program has been
introduced to cater to the needs of schools for teachers skilled in ICT to
manage multimedia classrooms. The final consolidation component of this
course focuses on Information and Communication Technology and pedagogy
related to it. After finishing the PGDT course, trainees receive appointment
as lower secondary teachers while PGDMA graduates are appointed as lower
secondary school teachers in charge of multimedia classrooms.In 2004-2005
AY, Pre-service Teacher Education Competencies Training course (PTECT)
was introduced at 20 Education Colleges for one year. After the completion of
the course, they will be appointed as the elementary/primary school teachers
in Basic Education schools.
Yangon Institute of Education has initiated another program to increase
the number of qualified teachers. The program known as the Certificate in
Educational Technology (CET) course provides pre-service teacher education
to holders of Master’s Degrees from various higher education institutions
who are interested in entering the teaching profession. The course produces
qualified teachers who are component in instructional technology.
In-service teacher training programs for different levels of education
teachers have also been introduced. The one-year distance learning through
Correspondence Course is conducted for uncertified 10000 primary and
15000 lower secondary teachers a year. Face-to face intensive courses are
conducted during holidays and summer vacation and credit system is
employed for assessment. Education College-based Teacher Training Course
is another form of training for uncertified teachers. Another form of training
− 40 −
offered by the colleges is Township-based Primary School Teacher Training
One-Year Course in collaboration with Township Education Officers. The
Training is conducted during weekends, and during school vacation in
October and December.
In addition, Yangon Institute of Education and Sagaing Institute of
Education conduct a Two-year Distance Learning B.Ed Correspondence
degree course for in-service upper secondary school teachers. After
completion of the course, trainees are awarded the B.Ed degree; Qualified
BEd degree holders are permitted to continue to study for their Master of
Education (ME.d) Course. The Doctor of Philosophy (PHD) Course was
introduced at Yangon Institute of Education in 2000-2001 AY to enable
outstanding M.Ed degree holders to pursue advanced studies. In 2004-2005
AY, if trainees are not qualified B.Ed degree holders, they can join to study
for their M.Ed course through completion of M.Phil (Education) course for
Two-years.
The multifaceted approach being used for the nurturing of teachers
together with the enhancement of teacher education through regular review
and revision of the curricula of teacher training institutions to meet current
and future need and the upgraded ICT facilities will boost the number of
qualified teachers in the country and contribute to the raising of the quality
of education.
4-2. Teacher Policy in Japan
Education reform in Japan is an ongoing process. Starting from 2004,
the Ministry of Education has focused on the improvement of the quality of
teachers. Many new improvements in teacher education levels promoted by
the Ministry of Education are: (1) to enhance teacher training based on levels
of teaching experience; (2) social experience training in Prefectural Board of
Education; and (3) to encourage self-training by teachers. In Japan there is
the national curriculum (course of study), which has been revised about
every 10 years and upon which entrance exams for senior high schools and
universities should be based. Maximum classroom size is prescribed by the
Ministry of Education, and funding for the salaries of public school teachers
is provided by the central and prefectural governments.
Public school teachers are hired by the prefectural board of education
and rotated among schools in the prefecture usually every seven or eight
− 41 −
years. Before employment these individuals matriculate from various
teacher training programs at colleges and universities, and after
employment, take a wide range of in-service training programs provided by
the Ministry of Education, local boards of education and numerous voluntary
study associations of teachers.
There are three levels of teacher’s certificates in Japan. Those who hold
a Master’s degree are classified at the “advanced level”, a Bachelor’s degree
holder is entitled to the first level certificate; and the junior college degree
holders are classified at the second level certificate, which is a temporary
certificate valid for 15 years. In addition to these three levels of certificates,
there are three types of certificates: (1) the general certificate (a
non-subject-specific certificate for elementary school teachers); (2) a special
subject certificate in specialized fields such as Music, Arts, and Home
Economics; and (3) the subject-based certificate for all secondary school
teachers.
There are certain requirements for obtaining the different certificates
delineated by the Ministry of Education. The applicant must (1) graduate
from a university with a teacher training program accredited by the Ministry
of Education; (2) acquire all the prescribed credits for both subject courses
and pedagogical and guidance courses; and (3) participate in a three-week
teaching practicum for all levels of teacher’s certificate and a one-week
nursing care internship for elementary and junior high school teacher’s
certificates. Upon completion of these requirements, the Prefectural Board of
Education will issue a teacher’s certificate. However, the acquisition of a
teacher’s certificate does not guarantee employment.
A prospective teacher must pass a battery of tests as decided by the
prefectural board of education or “ordinance-designated” city board of
education. These tests may include written tests, interviews, proficiency
tests, and an essay test. The names of successful applicants are entered in
the register of eligible teachers for each prefecture or district. Subsequently,
boards of education assign these teachers to schools based on the staffing
needs of the school.
One major characteristic of teacher training in Japan is the frequency
and variety of in-service teacher training programs. In Japan, teachers’
training is planned according to their years of experience and all educational
staff has to participate in these in-service courses. Table (8) presents the
− 42 −
in-service training courses which are conducted through basic training and
the participants of these courses.
Table (8) Teachers’ Basic Training
Years
of
Name of Training
Participants
Beginning teachers’ training
-Teachers of Elementary, Junior
Experience
1. year
High/ High School, Special Class
and Kindergarten.
-Health-Care Teachers,
Nutritionist Staff.
5. years
Experienced teachers’ training/
-Teachers of Elementary, Junior
Mid-career teachers’ training
High/ High School, Special Class
and Kindergarten.
-Health-Care Teachers,
Nutritionist Staff.
10.years
Experienced teachers’ training/
-Teachers of Elementary, Junior
Mid-career teacher training
High/ High School, Special Class
and Kindergarten.
-Health-Care Teachers.
15. years
Experienced teachers’ training/
-Teachers of Elementary, Junior
Mid-career teachers’ training
High/ High School, Special Class
and Kindergarten.
-Nutritionist Staff.
20. years
25. years
School Administration Training
-Heads of the Instruction
Mid-career teachers’ training
Department
Promoted Vice Principals’
-Nutritionist Staff.
Training
-Promoted Vice Principals
New Principals’ Training
-New Principals
Teacher training in Japan is multi-dimensional, continuous, and
systematic. Various systematic in-service training activities are conducted at
the national, prefectural, municipal and school levels. There are five levels of
teacher training: (1) the national level; (2) the prefectural board of education
level; (3) the municipal board of education level; (4) the school level; and (5)
the level consisting of voluntary educational associations, groups, and
including individual teachers’ self-training.
At the national level, the Ministry of Education, Science, Sports and
− 43 −
Culture holds ‘central workshops’ for the in-service training of principals and
vice-principals and for coordinating and advising teachers who play a
leading role at the prefectural level on subject matters. The Ministry also
send about 5,000 teachers abroad every year in order to broaden their
international perspectives and to obtain an increased awareness of their
chosen profession (MESSC,1999).
There is a system of in-service training at the prefectural level.
Prefectural boards of education are responsible for planning and carrying out
in-service training courses for teachers and other educational staff. There
are many prefectural education centers throughout Japan. These centers
provide lodging facilities and organize classes and equipment for in-service
training and professional staff.
Teacher training at the level of municipal boards of education varies
among the different municipalities depending on the educational issues that
the municipalities have judged to warrant being the focus of training
sessions. Teachers also take part in a variety of voluntary education study
seminars, symposiums, and workshops organized by voluntary associations
created by teachers. There also are teacher training opportunities at the
school level. Schools hold lesson-study seminars from time to time, which are
open either to all teachers of the school or to teachers from other schools with
a university professor and/or staff members of the local board of education
invited as guest commentators.
Teachers also take their own initiative to improve their pedagogical
skills. There are a number of seminars and study groups that are voluntarily
established and joined by teachers. They are created based on the following
criteria: subject, region, teachers’ union, university affiliation, and
connections with other academic and educational associations. Teachers are
provided with a wealth of mandatory and voluntary forums that they can
participate in for the betterment of their pedagogical and administrative
skills.
5. A Comparative Analysis of Education System between
Myanmar and Japan
Both Myanmar and Japan have their own systematic education system,
school curriculum and teacher policy. However, there are some differences
between two countries. The following table presents a comparative analysis
− 44 −
of education system between Myanmar and Japan.
Table (9) A Comparative Analysis of Education System between Myanmar
and Japan
Kinds
Differences
of Myanmar
Japan
Formal school system
5-4-2-3
6-3-3-4
Total schooling years
11
12
Entrance age of
elementary schools
5
6
The age of elementary 5 to 9
schools
6 to 11
The age of lower
secondary schools
10 to 13
12 to 14
The age of upper
secondary schools
14 to 15
15 to 17
Kindergarten
Incorporated to
elementary schools
Not incorporated
elementary schools
Types of schools
National schools
National schools
Local public schools
Private schools
Compulsory education
5 years (Elementary
Schools)
9 years (Elementary
and Lower Secondary
Schools)
Beginning
year
of
school 1st June
to
1st April
Textbooks
Not Free
At upper secondary
level,
textbooks
of
Mathematics, Physics,
Chemistry, Biology and
Economics are written
in English.
Curriculum
The same curriculum Different
curriculum
for each level
for different schools
One unit period of time
30mins(L.E)
35mins(U.E)
− 45 −
Free
Textbooks of all levels
are written in Japanese
except foreign language
textbooks.
45mins(elementary)
50mins(secondary)
45mins(secondary)
Administrative System
Centralized
Decentralized(Educatio
n Board System)
Exam System
At elementary and
lower secondary level,
promotion is
Continuous Assessment
Progress System(CAPS)
At the end of upper
secondary level,
secondary school
certificate test is held.
To enter the higher
education, applicants
must pass university’s
own second stage
examination.
At every school levels,
promotion from one
grade to another is
automatic.
At the end of upper
secondary level, upper
secondary school
certificate test is held.
To enter the higher
education, applicants
must pass university
entrance examination
and then conduct the
individual university’s
own second stage
examinations.
School Uniform
Compulsory, the same
uniform for all students
and teachers at all
schools.
Not compulsory,
Students are
determined by each
school and there is no
uniform for teachers
and elementary
students.
School Lunch
Not set by school and
buy or bring lunch box
by themselves.
Set by school and have
lunch
together
in
classroom
at
elementary schools.
6. School Visiting and Observation
During my study at Miyagi University of Education, I had a great
chance to visit and observe Japanese elementary, junior high and high
schools. The following table shows a list of schools I visited and observed
during my study in Japan.
− 46 −
Table (10) A List of Schools I Visited and Observed
No.
Date
Names of
Schools
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
June, 25th
September, 7th
October, 25th
November, 17th
November, 27th
January, 12nd
January, 12nd
January, 19th
January, 19th
January, 20th
Tomioya Elementary School
Ekiraku Elementary School
Takamori Elementary School
Tsutsujikaoka Elementary School
Higashionoda Elementary School
Hataoka Elementary School
Oome Elementary School
Ariga Elementary School
Oooka Elementary School
Affiliated Junior High School
University of Education
11.
12.
13.
January, 26th
February, 8th
February, 9th
Wakayanagi Elementary School
Shishiori Elementary School
Toryo High School
of
Miyagi
Photos: School Visiting
Japanese school buildings are plain, but functional. Generally, they are
three-story, rectangular, concrete structures and compounded by an
academic building, faculty room, school gymnasium and a big field. All
− 47 −
schools have excellent educational facilities, including libraries, computer
rooms, science laboratories, health care centers, music rooms, art rooms,
gymnasia, and playgrounds. Libraries are situated within the academic
building and stored all kinds of books that are new, advanced and complete.
Music rooms ordinarily include electric organs, pianos, xylophones,
percussion instruments of various kinds, and often a ruled blackboard
suitable for teaching music reading. Science and art rooms are similarly well
equipped. The principal's office and teachers' room are on the ground floor.
The desks in the teachers' room are arranged so that the teachers of a given
grade sit facing each other with desks touching. When not in their
classrooms, teachers work and relax in this face-to-face situation. This
facilitates cooperation and coordination of effort among teachers of the same
grade.
Photo: Elementary School
Photo: High School Classroom
Each grade occupies a separate section or floor of the building, with each
class assigned its own room. Classrooms are uniformly rectangular with
windows on one side and a doorway on the other that opens to a hallway
running the length of the building. The rooms are crowded with desks.
Decorations are usually limited to a display of recent pupil artwork. Desks
are typically arranged facing the blackboard. The rows are two seats wide
and each pair of seats is usually occupied by a boy and a girl. Also, teachers
may have students rearrange their desks into a U-shape to facilitate class
discussion or into clusters of 4-6 desks for collaborative activity in small
groups.
Teachers in Japan work so hard for the best of their students’ moral and
mental enrichment. They spend most of their time at school. In classroom,
teachers can use various kinds of instructional materials, which are well
provided by school such as pictures, flashcards, manipulative-teaching tools
in math, videos and video-tapes and others. Elementary school students
− 48 −
change into slippers when they arrive at school and put their shoes on
special shelves. They have their lunch that prepared by the school canteen
in their classroom with their teacher. I had a chance to have lunch with
students and class teacher. School lunch program in Japanese schools is so
interesting for me. It is a good program and good habit for students.
I found some interesting programs in Japanese school education system
during my school visiting and observing Japanese schools.
6-1. School Lunch (⛎㘩)
School lunch in Japanese schools is part of the curriculum just like math
or science. The midday meal is meant to improve student health, but also to
“foster correct eating habits and good human relations,” according to the
Ministry of Education. Japanese schoolchildren eat lunch in the classroom,
and students take turns serving the meal and cleaning up afterward. They
have a different kind of menu prepared by the school canteen for them. Their
teacher eats the same food with them — typically rice, soup, fish and milk —
and pays close attention to manners. Student groups in each class are
assigned to serve lunches to their classmates. They wear white hats, aprons
and masks to maintain hygiene. This is to teach students how to place bowls
and plates properly, and how to serve food in equal portions, said an official
of Enhancement of School Health Education at the education ministry. The
meals are healthy and well-balanced, containing all the nutrients and
calories required for the healthy growth of youngsters. The lunches are full
of variety, featuring a whole range of meats, fishes, vegetables and sea plants.
A typical meal consists of stew or curry, boiled vegetables, a sandwich and
salad. Milk is served with each meal. Usually, there is also dessert, such as
gelatin, ice-cream and fruit. School lunch is prepared in the school kitchen.
In this way, students can learn to live healthily.
Photo: Students Preparing Lunch
Photo: Having Lunch with Students
− 49 −
6-2. School Excursion and Field Trip
During the school year, all of the students in a particular grade usually
take a field trip to a local place of interest. The field trip may be designed to
teach students about something they have learned about in school. So they
may take a trip to the mountains to learn about the environment, to a factory
to learn about how companies work, or to a farm to learn about crops or
animals. Field trips provide students with a chance to interact more
informally with other students and teachers than they usually do. Students
are usually permitted to bring snacks on field trips; ordinarily they are not
allowed to bring snacks to school. Field trips usually last for one day. Junior
and senior high school students, either at the end of their second year or the
beginning of their third year, take a long trip to another part of the country.
These trips may last as long as week. Students usually travel to famous
historical spots. Kyoto, the former imperial capital, is a popular destination.
In some schools, students even take trips overseas. When students return to
school, they are expected to write a short report about what they learned
while they were away. Students in the highest grade of elementary, middle
and high schools take trips lasting up to several days to culturally important
cities and historical sites. In May, it is common to have an all-school trip to a
nearby park or cultural monument or even an overnight field trip for all
students of a given grade level. The goal is to broaden student knowledge
about nature and the world around them in an enjoyable, memorable fashion,
as well as to train students in appropriate public behavior. Some trips to
famous memorial places are also good introduction to locality and access
ways to a place, besides other general knowledge which the children gained
from such trips.
6-3. After School Activities
An important element in every Japanese student's life is after school
activities. Club activities take place after school every day. Teachers are
assigned as sponsors, but often the students themselves determine the club's
daily activities. Students can join only one club, and they rarely change clubs
from year to year. In most schools, clubs can be divided into two types: sports
clubs (baseball, soccer, judo, kendo, track, tennis, swimming, softball,
volleyball, rugby) and culture clubs (English, broadcasting, calligraphy,
science, mathematics, yearbook). New students usually are encouraged to
− 50 −
select a club shortly after the school year begins in April. Clubs meet for two
hours after school each day and many clubs continue to meet during school
vacations. Club activities provide one of the primary opportunities for peer
group socialization. Most college bound students withdraw from club
activities during their senior year to devote more time to preparation for
university entrance examinations. Although visible in the general high
school experience, it is in the clubs that the fundamental relationships of
senpai (senior) and kohai (junior) are established most solidly. It is the
responsibility of the senpai to teach, initiate, and take care of the kohai. It is
the duty of the kohai to serve and defer to the senpai. For example, kohai
students in the tennis club might spend one year chasing tennis balls while
the upperclassmen practice. Only after the upperclassmen have finished
may the underclassmen use the courts. The kohai are expected to serve their
senpai and to learn from them by observing and modeling their behavior.
This fundamental relationship can be seen throughout Japanese society, in
business, politics, and social dealings.
Photos: After School Activities
6-4. Education for Sustainable Development (ESD) at Japanese Schools
The year 2005 marks the start of the UN Decade of Education for
Sustainable Development (DESD), an initiative originally proposed by Japan.
Before the resolution on DESD was adopted, a Period of Integrated Study
was set up within the school curriculum, which has been implementing
instruction related to individual issues like environmental education and
education for international understanding, which spans subjects such as
Science, Social Studies, etc.
The Japanese Government is engaged in the global advancement of ESD
through UNESCO and the United Nations University with a particular focus
− 51 −
on strengthening the contributions to ESD by regional Centers of Expertise
(RCEs) on ESD and higher education institutions and fostering primary and
middle school education institutions’ programs through UNESCO’s
Associated Schools Project Network (ASPnet). There are 136 member
institutions/schools in Japan (as of January 2010). Many of member
schools are practicing ESD through the education of Culture, Disaster
Prevention, Energy, Environment, Food, Human Rights, International
Understanding and so forth. And they are developing unique course works
with roots in the local culture and society. These original course works are
made possible through the efforts of enthusiastic teachers. In and after 2005
when some elementary, junior high, and high schools began working on ESD,
they
actively
picked
up
environmental
education,
international-understanding education, dietary education, etc., for
comprehensive studies, which are effective in conducting ESD, developed
internal curriculums and evaluation methods, and conducted advanced
efforts in coordination with local communities. Advanced schools not only
promoted education on the environment and international understanding
through school-wide efforts but also raised awareness award the academic
skills of their students that they should foster through these curriculums.
Education for sustainable development is not to start something new for
schools. It rather means to systematically aim at increasing
children’s/students’ skills on a school-wide level by developing their basic
academic skills, as well as applied skills, which are fostered through
comprehensive studies for the purpose of creating a sustainable future
(Koganezawa2009). The Japanese National Commission for UNESCO picked
up the following skills to be fostered in ESD: (1) systematic thinking power,
(2) sense of worth on sustainable development, (3) critical ability to propose
alternative ideas, (4) the ability to analyze a large amount of information
and data, and (5) the ability to communicate with various generations
(Japanese National Commission for UNESCO, 2008).
On 21st January 2011, I had a great chance to attend to ESD/UNESCO
Schools seminar that was held in Kesennuma city which is developing
Education for Sustainable Development (ESD) emphasizing environmental
education rooted in collaboration with elementary schools and the
community. I also got a chance to meet principals and teachers of UNESCO
schools, and I knew the ESD programs and activities of their schools and
− 52 −
discussed about these activities with them.
ESD activities are probably conducted at many other elementary schools.
ESD is something that many schools can conduct. (Koganezawa). For
example, Sendai Municipal Nishiyama elementary school is not registered as
a UNESCO’s Associated School, but it is working on the development of
children’s skills and establishment of coordination with local communities in
the school’s basic plan while thinking about the future of children and the
society, which precisely is education for sustainable development.
(Koganezawa) Therefore it can be said that ESD activities can be conducted
not only at the UNESCO’s Associated Schools but also at the many other
schools for our sustainable future and society.
Conclusion
The Japanese continues to modify Western pedagogical concepts to meet
the needs of their own society. They have indeed sought for knowledge
throughout the world, but from the era of the Emperor Meiji to the present,
they have taken that knowledge and placed their own cultural stamp upon it,
thereby defining Japanese educational practices. The Ministry of Education
closely supervises curriculum and textbooks, and classes with much the
same content are taught throughout the country. As a result, a high
standard of education becomes possible. In Japan, teaching profession is very competitive. A graduate of a
teacher education program has to pass many exams and interviews and has
to prove that he/she is worthy of being a teacher. Prefectural education
centers provide additional professional development of one, five, ten, twenty
and twenty-five years of service to further enhance ongoing in-service
training. The notion of teacher as “Lifelong Learner” is an integral part of
Japanese educational philosophy. Japan is rich in satellite communication
and internet access in teacher training program. These are good examples
for Myanmar. The sustainable supply of highly trained teachers is critical to
the human resource development of both Myanmar and Japan.
Technologic education begins since kindergartens in Japan. Students
are taken to technology and industry museums, big factories, centers of
production and firms. They have special hours in their lesson programs for
such activities by the purpose of excursion and field trips. Students in
Myanmar schools should be taken to go to excursion to museums, factories
− 53 −
and historical sites.
Japanese use geographical knowledge well in their daily life for
travelling, for excursion and well established transportation systems. In
Japan, the children are well familiar with geographical knowledge since they
were in early elementary school, especially in reading maps, travelling with
maps and environmental awareness. Most students in Myanmar are weak in
geographical knowledge, and therefore, this knowledge should be encouraged
and taught to students.
Elementary school students in Japan use to read their favorite books
before lessons begin and in the break time. It is an effective way to introduce
children with books and reading habits. It would be useful to introduce to
Myanmar school students.
Organizing children to groups since kindergartens in Japanese
education system encourage students to group works and group works are
important in Japan. It will help students to be more sociable, more active
and realize themselves in their future life. Myanmar education should
encourage students to group works. Every Japanese student could be a class
leader in turn and, therefore, it is an effective method to improve
management ability of students. It should be used in Myanmar schools
because only one student is chosen as a class monitor for all students in an
academic year.
In Japan, systematic ESD activities are being conducted effectively and
ESD learning is born from study that go beyond subjects. Japanese schools
use nearby natural environment as educational material. Japanese students
are being nurtured environmental consciousness in the community by
supporting their environmental learning. The activities of schools are being
conducted by connecting with communities and family. Children learn to
create a sustainable future supported broadly with lessons involving the
world, the country, and their community; parents and guardians; and school
and the various subject areas and learning spheres. In Myanmar schools,
these systematic ESD activities should be conducted and students should be
nurtured to develop their academic skills as well as their applied skills by
establishing coordination with local communities for their sustainable future.
In conclusion, I gained good experiences and useful knowledge during my
study in Japan and these experiences and knowledge would be advantageous
to my profession and my country.
− 54 −
References
Ministry of Education, Culture, Sports, Science and Technology (MEXT),
(2001) Division of Curriculum and Instruction.
Ministry of Education, Science, Sports and Culture, (2000) Education in
Japan.
Education in Japan, http://en.wikipedia.org/wiki/Education_in_Japan
Koganezawa, Education for Sustainable Development (ESD) at Teachers
University.
Asia Good ESD Practice Project, Promoting ESD through Kesennuma
Elementary Schools, (2007)
http://www.agepp.net/files/agepp_japan4_kesennuma_fullversion_en.pdf
ACCU, Guide to Developing and Using ESD Materials,
http://www.unesco-school.jp/index.php?page_id=521
Department of Educational Theory,(2002) Educational Theory B.Ed. 3rd Year
Course, Yangon Institute of Education, Yangon.
UNESCO, (2008) Myanmar Education.
Ministry of Education, Union of Myanmar. (2008) Country Report: Myanmar
Education Development Strategy, Focusing on Inclusive Education.
Ministry of Education, Union of Myanmar. (2008) Development of education
in Myanmar.
Richard, M. A Comparative Study of Teacher Preparation and Qualifications
in Six Nations, United States.
Nemoto, Y. (1999) The Japanese Education System.
Rashid, B. (2010) Teacher Education in Myanmar, University of Malaysia.
− 55 −
࠹ࠗࡦࠩߐࠎߣᣣᧄ ␠ળ⑼ᢎ⢒⻠ᐳ㨯ᢎ ዊ㊄Ỉቁᤘ
ࡒࡗࡦࡑ߆ࠄ᧪ߚ࠹ࠗࡦࠩߐࠎߪޔߦ߽⥝ࠍ␜ߔߣߣ߽ߦ⌀ߦ
‛ߦኻಣߔࠆ␞ᱜߒవ↢ߢߔੱޔߪࠎߐࠩࡦࠗ࠹ޕᢥℂޔℂᢎ⢒
ࠍ⎇ⓥߒߚߣ߁ߎߣߢ⑳ߩ⎇ⓥቶߢᒁ߈ฃߌߚߩߢߔ߇ޔ㜞ᩞߢᜂᒰߒߡ
ࠆߩߪ⧷⺆ߢޔℂߩ⸵ߪᜬߞߡࠆ߽ߩߩޔℂߩ⑼⋡ߪᜂᒰߒߡ
ߥߣߩߎߣߢߒߚޕᣣᧄߢቇ߮ߚߎߣߪޔᣣᧄߩᢎ⢒ࠪࠬ࠹ࡓߣᣣᧄ⺆
ߣ߁ߎߣߥߩߢޔᜰዉࠞࠠࡘࡓࠍᄢߦᄌᦝߒ߹ߒߚޕ
ቇㇱߣᄢቇ㒮ߩṶ⠌ߦෳടߒߡ߽ࠄޔᣣᧄ⺆ߣቇ↢ߣߩᵹߦ㊀ὐࠍ⟎߈
߹ߒߚᦨޕೋߪᣣᧄ⺆߽ਇචಽߢޔᗧ߇ࠊ߆ࠄߥ߹߹ᐳߞߡ߹ߒߚ߇ޔ
ࡒߩ⇐ቇ↢߿ᄢቇ㒮ߩࡒߦෳടߔࠆ⡯ߩవ↢ᣇߣᭉߒᵹ߇ᷓ߹ߞߡ
߈߹ߒߚߢࡒޕ࿁߆ࡒࡖࡦࡑߩ⚫߿ᢱℂ⻠⠌ળࠍ㐿ߒ߹ߒߚࠗ࠹ޕ
ࡦࠩߐࠎߩᢱℂߩ⣨ߪࡊࡠਗߺߢࡑࡦࡖࡒߩࠎߐߊߚޔᢱℂࠍ⚫ߒߡߊ
ࠇ߹ߒߚޕ
ℂቇߩታ⠌ߢߪޔ5 ᄢቇ㒮วኋߢޔ⍹Ꮞߩ㐳㕙ᶆߦ߆ߌޔṪᏧߩ↢ᵴ
㛎ࠍⴕ߹ߒߚޕ6 ߦߪบᎼᬌߢޔบߩၔਅ↸ߩ․ᓽࠍ↸ᱠ߈ߒߥ߇ࠄⷰ
ኤߒ߹ߒߚⷰޕኤߛߌߢߔ߇ޔᣣᧄߩ␠ળߩ․⦡ࠍታᗵߒߚࠃ߁ߢߔޕ8 ߪޔ
⑺↰⋵ḡᴛᏒߩℂቇታ⠌ߦߢ߆ߌޔḡᴛၞߩ႐↥ᬺߢࠆṭེޔ㈬ㅧᬺޔ
Ⓑᐸ߁ߤࠎᎿ႐ߩቇࠍⴕޔᣇㇺᏒߩၞ⚻ᷣߩ⺞ᩏࠍⴕ߹ߒߚࠗ࠹ޕ
ࡦࠩߐࠎߪⒷᎹ↸ߦࠆს㙚ߦ⥝ࠍ␜ߒޔ㐳ᤨ㑆ቇߒߡ߹ߒߚޕ
3000 ਁߩსߦ㛳ߡ߹ߒߚޕ9 ~11 ߪ⇐ޔቇ↢ߩⴕ߿ዊቇᩞߩ
ᬺቇ߇ᄙߊ⎇ޔⓥቶߩࠗࡌࡦ࠻ߢࠆળᵤ↸ߩၞ߅ߎߒ߿ߋߨߩቇᩞ
ߩⓠ⑂ߦෳടߢ߈ߥ߆ߞߚߩߪᱷᔨߢߒߚޕ㧞ߦߪޔ᳇ᴧᏒߢߩ㜞ᩞߩ
⧷⺆ߩᬺታ〣ࠍⴕߣߞ߿ޔ㜞ᩞߩᬺࠍࠆߎߣ߇᧪ߚߣ༑ࠎߢ߹ߒ
ߚޕ2 ਛᣨߦߪ⎇ޔⓥቶߩળᵤၞ߅ߎߒߩ 2 ࿁⋡ߩታ〣ߦෳടߢ߈߹ߒߚޕ
ߎࠇߪޔਛጊ㑆ၞߢ㜞㦂ൻߩㅴፉ⋵ળᵤ↸ߢޔ㓸⪭ߩᣇߣቇ↢㨯⇐ቇ↢
ߩᵹࠍⴕ߁⺞ᩏࠗࡌࡦ࠻ߢߔ⽕ޕ㔐ᤨᦼߩ࿁ߪޟ㘩ߩዷⷩળ㨭ࠍⴕߊߚޔ
ߐࠎߩరᢱℂ߇ਗ߮߹ߒߚޕᢱℂᅢ߈ߩ࠹ࠗࡦࠩߐࠎߪᣣᧄߩ㘩ᢥൻࠍႊ
⢻ߒߡ߹ߒߚߞߣߦࠎߐࠩࡦࠗ࠹ޕ
ߡߪߩߡߓߪޔደᩮߩ㔐ਅࠈߒᬺ߽
ⴕߞߡ߽ࠄ߹ߒߚޕ
ߥࠆߴߊᄙߊߩᯏળࠍߞߡᣣᧄߩ
ၞ␠ળ߿ၞᢥൻߩ㛎ࠍߒߡ߽ࠄ
߹ߒߚߚߣ߹ߩࠎߐࠩࡦࠗ࠹ޕႎ
๔ߩਛߦ߽ߎ߁ߒߚታ〣߇ขࠅࠇࠄ
ࠇߡ߹ߒߚ߽ߢࡑࡦࡖࡒޔߚ߹ޕታ
〣ߐࠇᆎߚ ESD ߦߟߡ߽ޔ࿁ߪ
ቇ߱ᯏળ߇ߚߊߐࠎࠅ߹ߒߚޕᏫ࿖ᓟ
ߪᩞ㐳వ↢ߣߒߡᵴべߒߡߊߛߐޕ
㔐ਅࠈߒߦᅗ㑵㧍࠹ࠗࡦࠩߐࠎ(ਛᄩ)
− 56 −
MIYAGI UNIVERSITY OF EDUCATION
FOREIGN TEACHERS TRAINING PROGRAM
ENGLISH EDUCATION DIVISION
FINAL REPORT
ON THE ACTIVITIES REALIZED DURING THE TRAINING
FROM APRIL 2010 TO FEBRUARY 2011
PRESENTED BY
TECHY VIRGINIA ALEMAN MEZA
SUPERVISED BY
PROFESSOR NOBUYA ITAGAKI
− 57 −
CONTENT
ACKNOWLEDGEMENT
INTRODUCTION
1.- ABOUT THE GENERAL PROGRAM
2.- JAPANESE CULTURE
3.- JAPANESE SOCIETY
4.- JAPANESE NATURE
5.- JAPANESE EDUCATION
6.- BRIEF SUMMARY ABOUT MY RESEARCH “The Importance of the Study of Second
Language Acquisition for an ESL/EFL teacher on the Basis of Psycholingistics”
1. Psycholinguistics Seminar
2. School Visits
3. Interviews
4. Final Comments about my Research
BIBLIOGRAPHY
ANNEX
x
Professors' interview transcripts
− 58 −
INTRODUCTION
After my arrival in Miyagi University of Education on April 8th in 2010, I began
my
Teacher Training Program in Japan more deeply. The main contents of this Training
Course were:
1. Japanese Language Course
2. Course study of Japanese Culture, Society, Nature, and Education; and
3. Research activity with my supervisor in the English Education Department
I will provide a brief description of
these activites in the present report including my
personal point of view as well as a final comment on this training. Through them, we as
foreigners could have a better insight of Japanese society, culture, and education that
cannot be seen from the outside but from the experience of living in this country.
Regarding the research activity, I will offer a brief summary of my research paper which I
will write separately with more detail. The complete
bibliography will also be provided in
the final paper.
Undoubtedly it has been an unforgettable experience in my professional life as well as in
my personal life. The observations I made and the people I interacted with during all this
time
have broaden my view about life and education in Japan making me feel more
interested in the study of different subjects in this field, especially in the field of English
Language Teaching as is my career orientation.
− 59 −
ABOUT THE GENERAL PROGRAM
Upon arrival to Japan, foreign students are attached to a series of activities besides the
adaptation to the new social environment. This adaptation includes getting used to the
change in the time zone, living alone in a department following new rules, getting to know
the city area as well as its citizens and their customs; and, no doubt, adapting to a different
language.
The training began in October 2009 with an Intensive Japanese Language Course at
Tohoku University in Kawauchi Campus. It is called intensive because the schedule was
four days a week including Grammar three hours per day, Kanji two hours per day , and
listening once a week for two hours. Besides the class hours, students had one extra hour
of tutoring every two weeks in order to reinforce our weak points in the lessons. At the
end of this course, there was a closing ceremony (in February 2010) in which we were
given a certificate in both Japanese and English as an evidence of having accomplished
this. The final level acquired during this period is sent to our supervisor in our designated
university in a closed envelope.
The following school year beginning in April at Miyagi University of Education, we were
welcomed in an opening ceremony in which we met our supervisors and were given a brief
guidance about the activities we were going to accomplish during the next year. These
activities included
Japanese language
Grammar and conversation classes twice a
week for one class hour, and a class hour per week of Kanji. Even though they were not
mandatory, we were allowed to attend if we willing to continue practicing and improving the
language.
− 60 −
Moreover, there were special monthly classes such as Japanese Culture, Society, Nature,
and Education. In these special classes we received theoretical background of specific
aspects of Japan and afterwards were taken to school visits and field trips to get
acquainted with the setting provided in the theory, thus finishing the activity of the month.
In addition to these specific classes, we made some school visits and presentations in
which we introduced some characteristics of our countries. For instance, we visited Tomiya
school with Professor Tomonori Ichinose and presented our country to the elementary
school children. In my case, I talked to them about Honduras's location, culture, customs,
traditional costumes and food. I also showed them pictures and a video in through which
they could have a better view. They loved the handmade crafts I carried and the game we
played. They seemed very interested in knowing more about people, food, crafts and of
course the language spoken in that country. It was a very special day for us with them. We
also had a presentation at the university for Professor Akiko Takahashi's students. At the
end of this presentation, we had group discussions and students gave their opinions about
what they understood of the presentation and formulated questions about the country in
different aspects like education, society, culture, etc.
We also participated in the university festival . The diferent university clubs presented
an interesting setting. There were costumes area, international café, restaurants, game
areas, etc. In the international café, many foreigners, mainly pertaining to Miyagi University,
were settle at different tables to welcome other students and interacted with them. Here we
talked about each other's countries and about our experience living in Japan. It was a very
fun day.
− 61 −
Finally, and as a present from the university, we were invited to a school trip. This year
2011 the trip
is Snow Hiking Trip to Zao. This will be the last event of the period
before
our closing ceremony on March 11th and after the presentation of the final report.
JAPANESE CULTURE
This class was directed by Professor Ichinose Tomonori for three Mondays in the month of
April on the dates 12th, 19th, and 26th. The first day of class, we learned a little about
Japan's History and how the nation began with the fundation of the Yamato State in the
fourth century. Along with this, we could find out how in that period there was not a writing
system yet, so they decided to include the Kanji used in China which is being employed up
to now and which is one of the parts foreigners have more difficulty with.
We had a discussion about the two different religions that exist in Japan and the ideology
of the Shintoism that is proper from Japan and Buddhism that was brought in from China.
We even watched some videos through which we had a clearer idea of what it was and the
two different ways of worship. A very interesting datum was that Japanese worship at
Shinto shrines at New Year's and at Buddhist Temples at Obon (a custom to honor the
deceased spirits of the ancestors by lighting up lanterns) . We also learned that in most
Japanese homes they have Shinto and Buddhist altars.Later, we had a discussion about
the different ways of worship in our countries since it is very different from that of Japan,
mainly in America where Christianism is the predominant religion, but there is as well
freedom of worship. It was so interesting to listen to the different opinions of our
classmates. Since we came from different countries, there were different points of view,
− 62 −
but everyone respected each idea shared.
Also, we talked about the festivals and holidays that are celebrated in Japan. Every
season has its own representative Festival with its customs. For instance, during spring
there is the Hinamatsuri (Doll's Festival) that is a celebrated on March 3rd for girls . Like a
Chinese tradition, dolls are displayed on a red tiered stand with the Emperor an Empress
dolls placed on the top-most tier, three court ladies on the second level, and on the third
level five musician dolls. Some department stores also display Hina dolls that is a tradition
proper from Japan. In May there is Children's Day which in the beginning was only
dedicated to boys to celebrate the healthy growth of boys. During this day it is a tradition to
place carp streamers high outside of the house and display warrior dolls.
(Flower arrangement) is also very popular in this season.
Ikebana
Summer is very well known for
the Star Festival and the Fireworks Display (The Tanabata and Hanabi). People usually
wear yukata during the celebrations. In Autumn, many people visit the mountains to see
the different colored leaves of the trees and the Obon Festival (Lantern Festival) in which
people light up lanterns to greet the spirits of ancestors in the hope of leading a
prosperous life. Finally, winter is the season to visit hot springs and visit the Shrines.
Christmas is viewed not as a religious time like Christianism but a time to decorate trees,
and share with family and friends and give presents. On New Year's Eve it is popular to eat
udon that means wishing for a long healthy life. The most important part of new year is to
decorate the entrance of the houses and buildings with pine branches and bamboo
decorated, sacred straw festoon inside the house, and they also cook a special new year
dish. to bring good fortune during all the year. A bad or poor decoration means misfortune,
so they work hard in making the best decoration.
After sharing our experiences in Japan, we discussed about traditions and festivals in our
countries and the meaning of each one of them.
− 63 −
The next two classes, we visited the Sendai Castle area and its Temple. We observed the
spring decorations and how people went to pray to the temple and the tablets with their
wishes. We could also have a view of the city of Sendai from the top. We also visited
Nichikoen for the Sakura Blossom celebration. We observed the way people share under
the cherry trees and have fun together. It was a very nice day and the view of all the pink
trees blooming around the park gives the scenery a sense of peacefulness and relaxation.
It was indeed a very educative and interesting class. We enjoyed it a lot and appreciated
for the visits.
JAPANESE SOCIETY
The Japanese Society was held on May 6th, 2010 by Professor Tsuyoshi Yoshida of the
Division of Social Studies. The first week, professor Yoshida gave us a glance at Japan's
different regions and their specialty they are well-known for. For instance, Sapporo is
popular for raw fish, potato and rice while Nigata region is famous for the production of
rice; Akita besides being well-known for its rice is the region with the highest rank in
School National Test average; Yamagata for cherries and soba; and. Iwate for oysters,
onigiri (rice wrapped in seaweed sheet), and seaweed besides being the region of
literature. Every region is characterized by a special product and outstanding scenery and
landscape.
After this class, the professor took us to a visit around some important facilities from
Sendai. On the first place, we visited the Hachiman Temple, one of the biggest in Sendai
and where every new year hundreds of people make their first visit of the year, a very
− 64 −
important celebration in Japan. Then, we went to visit the first Hydroelectric plant from
Sendai with was founded about 150 years ago. There, we had a tour around the facility
and we learned about how energy for the city is produced. Also, there is an area for
students to interact in the process and listen to the story of how the plant began working
and its function. It was a very intersting visit, we were amazed on the way they presented it
to children that we didn't want to stop playing in the area and watching the video.
Soon afterwards, we visited the National Museum
in Sendai. During this visit, we learned
about the history of the foundation of the city and why Date Masamune is highly
recognized all around the region as one of the samurais who helped reconstruct the city.
Thus, we understood why his picture an d personality is acknowledged in many manga,
movies and souvenirs.
Our final destination of this guidance was the Sendai International Exchange center. In this
center, foreigners can find any kind of support such as information about any part of the
world since they also run a library with books from different parts of the world in different
languages, there is also a videotheque, conference rooms where foreign people can also
receive Japanese language courses, etc. They also provide support whenever we need a
person who speaks Japanese and our language.
− 65 −
We were very excited with all the information we could learn this day and the visits we
made. This was a side of Sendai unknown to us and so we were willing to keep it with us.
JAPANESE NATURE
Sendai is very well-known for its beautiful nature. Needless to say one of our most exciting
experiences was going to what I called the wild part of university. The first Wednesday of
June, Professor Koji Mizota kindly took us to a walk in the forest around Miyagi University.
We learned about some medicinal plants that grow in the area as well as how one can
predict the age of a tree by counting its rings in the core. There, we could also visit the
refuge center near the entrance of the main street. In this center, they have some animal
exhibitions and books about the diverse species of birds and other animals from Japan.
The following class, we went to Yamagata. First we tried sakurambo (cherries directly from
the tree), and ate as many cherries as we could. We had so much fun there, and the
cherries were delicious. Then, we
headed to Yamagata Temple where they told us about
the ultimate stamp collection. That is, people are given a kind of map with all the temples
in Yamagata; then , after visiting each one, one claims a stamp on the picture of that
temple. Many people do it as a way to gain spiritual bliss. Finally, Professor Mizota invited
us to have lunch at his home. It was incredible to know how many Japanese cultivate their
own vegetables in the garden. It was a healthy and fresh meal that we enjoyed in a
relaxed countryside.
− 66 −
JAPANESE EDUCATION
We had three Japanese Education classes. The first one by Professor Kubo was based on
the Psychological aspect of junior high school and senior high school school students in
Japan. This class was divided in two parts. The first part was theoretical. We realized how
high is the rate of children with behaviour problems at schools and the concern of the
Government in trying to change it. As well as in many countries, some of the reasons of
this fall into the lack of communication in the family circle. Added to this is the bullying that
many children face at school, and abuse of different kinds at home and at school without
so much notice from their parents or school representatives. This causes children to react
in a self-centered manner without expressing their feelings and reacting against others,
thus producing a negative impact in the school environment.
After the discussion of the first day, we went together with the professor to visit one of the
Centers dedicated to deal with children with abuse and behaviour problems. After a tour
around the center, I consider that it is very well organized and they offer a good strategy to
manage these kinds of problems. However, the reason why not many children are being
assisted is, as I mentioned before, the lack of knowledge that the authorities have about
children who are living these problems. Maybe due to the same miscommunication or the
lack of good teacher-student rapport or parents-children communication at home as a
result of distrust children may have on them.
The next Japanese Education class was taught by Professor Tabata Takeda in the month
of October 2010. He introduced us to the philosophical and historical aspects of Education
in Japan. Principally, he focused on the basic framework of the new curriculum. We
learned about the system used in this country in every level and the main skills and
behavioural features students have to be able to reach at the end of every school year.
− 67 −
These characteristics are a general approach to what is established in the National
Education Act from Japan. We also discussed the similarities and differences of these in
our countries. We realized how traits as independency, sense of reponsibility, cultural
respect and others are in most of the curricula of the different countries.
In the month of January Professor Nashimoto presented to us the last topic concerning
education. We discussed mostly about school system and organization in Japan and in our
countries. The following class day, some students presented a different topic related to
an aspect of education happening at the moment. Later on we discussed about them
critically. The last day, January 20th, we made a visit to Fuzoku School, This day we
guided around the kindergarten, elementary, and junior and high school facilities. We were
amazed at the kindergarten students creativity and their openness to foreigners.
Elementary school students also work hard in all the different classes. Their own creativity
is put to practice in subjects such as arts and crafts and home economics. Also, we saw
how at an early age they are so focused in the tasks assigned by their teachers and show
a sense of responsibility and respect. Undoubtedly, the vision established in the National
Act of Education is being carried out successfully in centers like this.
Own
creation
of
a
− 68 −
5
year-old
student
BRIEF SUMMARY ABOUT MY RESEARCH
During my year in Miyagi University of Education, I realized different kinds of activities separate
from the activities with the special classes. Some of these activities included presentations about
Second Language Acquisition (SLA) held on Fridays in the Psycholinguistics seminar. Also, we
made school visits to different elementary schools in. Moreover, during the first term I attended
regular classes on English Methodology every Friday with Professor Adrian Leis. In addition, we
were invited to attend and participate in the beginning stage of a research on Motivation to Learn
English made at the university and directed by Professor Wataru Suzuki of the English Division. We
gathered information from different sources in order to build a suitable questionnaire to be applied
to students of the university. Finally, I carried out a short interview with some professors of the
English Division and of the School education Division in order to compare the situation of
teaching English as a foreign language in Japan and in Honduras.
Psycholinguistics Seminar
The presentations were part of a seminar on SLA guided by Professor Wataru Suzuki who has an
MA on Second Language Acquisition. In this seminar, every student was given a specific topic on
SLA studies to present each Friday. During the presentation the members in the room gave his/her
point of view, or made a comment about a particular point. During the first term, the presentations
were based on the book “The Study of Second Language Acquisition” (2nd Ed.) by Rod Ellis, a well
known scholar on the SLA topic. Particularly, I visual presented from chapter seven Classroom
interaction and second language acquisition. This was a very interesting topic regarding two
methods of researching, through classroom research and classroom-orientated research. According
to Ellis (2009; p. 775, 776), this distinctions were drawn by Nunan in 1991. Classroom research is
about studies
made inside actual classrooms
and classroom-oriented research is a study
conducted in a laboratory outside the classrooms, in a natural setting. Many actual research on SLA
is made based on these two kinds of settings. During the presentation, we also discussed which kind
of reasearch, descriptive or confirmatory, was more suitable to study SLA theories. However, what
called my attention the most was the fact that many researchers nowadays are taking into account
the observations registered by teachers in their own classrooms and qualifying them as a
“practitioner research” aside from the formal research that is made by an external researcher. (p.
777)
In my following presentation, on the second part of chapter seven, I visual presented the topic on
− 69 −
“Teacher and student contributions to classroom discourse”. During this presentation we discussed
about some characteristics that take place during the teacher-student interaction. For instance, we
considered how much a teacher should talk in the classroom related to the amount of talk from the
student. However, there is still no evidence that the amount of student's talk in the classrooms affect
their proficiency in the second language (L2)(p. 807). The amount of teacher talk and student talk is
a discussion topic in Honduras where the amount of teacher talk in the classroom is about 90%
compared to student talk in public junior highschools and at the university level. This might be also
due to the methodology employed to teach the class which is mostly Grammar-Translation. It is
well-known that this method does not allow for much student talk in the classroom.
Throughout the presentations of all the members of the seminar, I found out that this book could be
a very good source of information upon which I might be able to base my research paper. It contains
a lot of theoretical information on the study of second language acquition as well as a vast list of
researchers on the field.
In the second class term at the university, the presentations of the seminar were based upon Lourdes
Ortega's book “Understanding Second Language Acquisition”. My first presentation was on
Cognition from chapter 5. In this section, the author offers a descriptive view of the types of
memory (long-term and working memory) and three types of learning: learning without intention,
learning without attention, learning without awareness (p.82-105). This chapter encompasses in a
brief way the different aspects important to reach in students their ability to become more
autonomous so as to be able to acquire better learning skills.
− 70 −
Finally, the last presentation chapter was on “Social Dimensions of L2 Learning”. It was a truly
appealing topic that brought out different opinions from the supporters of Piaget's cognoscitivism
and Vygotskian sociocultural theory. Even though Vygotskian's theory is focused on the social part
of learning, it is also based on Piaget's cognition idea who also considers that cognition is social but
not as focused on interaction as Vygotsky affirms. What is relevant about Vygotskian sociocultural
theory is the fact that learning is conceived in the interaction with others and that we cannot
separate the environment from the individual (p. 224).
All the presentations on SLA given during this seminar represented a good support for my research
paper. The information is directed towards the importance of learning and acquiring a second
language and observations about how external and internal factors affect SLA.
School Visits
During the school visits made with my supervisor, we observed some English classes at the
elementary school level. In all these visits, there is a homeroom teacher and an ELT assistant (ELT
= English Language Teacher) who is a foreigner and in many cases a native English speaker. This
assistant is in charge of the pronunciation task in the class in activities such as role plays and
vocabulary repetition.
− 71 −
Our first visit was May 8th, 2010 to Meysen Academy. It is a private bilingual school in Sendai.
They showed us the English teaching methodology used in the school. For instance, children
learn skills like reading, listening and speaking with the Total Physical response method. Phonics is
also an important part in their teaching which is reinforced through vocabulary repetition and
reading. They also include an extended English environment to help students reinforce what they
have learned. This reinforce is done via teacher's assistance and/or use of a CD or DVD after school.
At the end of this visual presentation, we attended a Seminar held by Professor Itagaki. This is a
seminar held every Saturday with high school teachers, university professors, etc. The main topic of
the seminar from this day was the new methodology to be applied from this year 2011. There was
also discussion over cognition focused on working memory.
Our next visit was in Kawasaki Shoritsu Dai ni Shogakko (Second Private Elementary School of
Kawasaki). We traveled with Professors Itagaki and Suzuki to an open class obervation in the
English classes. We observed 5th and 6th graders in the English activity (it will be considered as a
subject until 2011). First, they practiced the vocabulary and question form studied previously. They
did this through vocabulary repetition. Then, they set a role play activity in which students
− 72 −
participated actively. The main point in this activity was for students to practice question and
answer as well as to reinforce the previous vocabulary. At the end of the activity, students make an
evaluation of the same including what they learned through their participation. This is a practice
observed in all the school visits we attended. Finally, all the observants gathered to give their
comment and to ask any question on what they observed.
Our visit to Fuzoku School was held in June of 2010. We were invited to observe the English
activity in the elementary area. As we saw in Kawasaki School, they count on the assistance of a
foreigner English speaker to reinforce vocabulary pronunciation through repetition. Also, he helps
in the overall English classroom activities. Having an ELT teacher in this English activity
encourages students towards learning as appointed by our Professors Suzuki and Leis in our seminar.
As always, students present an evaluation of their performance and what they learned through the
activity. In this way they also learn to express their opinions, one of the focuses in the Education
Act from Japan explained by Professor Tabata from the School Education Division in Miyagi
University during the interview made in December 2010.
Interviews
As part of my research, I made four interviews to professors from Miyagi University in order to
know their point of view towards English language teaching in Japan. The answers as experts on the
− 73 −
field of education were also based on their professional experiences at teaching and/or observing
Enlgish classes at different levels, elementary schools, junior high schools, high schools and
university. Their professional opinions guided supports my idea that the study of SLA is important
for an EFL/ESL teacher.
As SLA is a good source of knowledge about the students' and teachers's interactions, it provides
reference for teachers to improve their teaching experince. For instance, through the study of SLA
theories, language instructors might be abe to recognize the weak points in their methodology, and
what is affecting students in their learning and acquisition of the language. Also, this knowldge
might even encourage them to do research in their own classroom settings that may lead to new
findings. This can be so in the sense that every learning and teaching experience is different
depending on many factors. These factors can be teacher-student relationship, students's motivations,
environment, etc.
The main points in which all the interviewees agreed about foreign language teaching in public
schools in Japan (and which are also related to the teaching in most of the public junior high schools
of all levels and universities of Honduras) were:
1. The principal teaching methodology being taught at all levels of education in Japan is
grammar-translation.
2. This method has proven not to be efficient to develop the students's ability to
commmunicate.
3. The need of a new methodology to make students acquire the communicative skills is
evident.
4. Due to the fact that at the end of their high school year students have to take a National
Examination based on written English, this method seems to be the most suitable for
teachers to apply in their plans. Thus, leaving behind the listening and speaking parts.
5. Motivation is a key factor in students behaviour and willingness to learn a foreign language,
particularly English.
6. The study of SLA is important for an EFL/ESL teacher in order to improve their teaching
methodology.
NOTE: A copy of the transcript of these interviews will be attached to this report.
It is important to notice the fact that the Department of Education from Japan is concerned about
this situation in the English classrooms. Therefore, they are focusing more their attention in
− 74 −
improving the teaching methodology. Nowadays many of the new English teachers in Japan are
trying to use more the target language in their teaching.
Final Comments about my Research
The Teacher Training Program has been an extraordinary to experience the educational system in
Japan more closely. I was interested in this environment since Japanese education is well-known
around the globe. Besides, there are aspects in this environment that are related to the teaching of a
foreign language in my country that arouse my attention towards knowing more about their
teaching methodology especially in English.
To begin with, as an English teacher I feel somehow identified with Japanese teachers teaching
English as a foreign language. They face the need to develop in their students the skills to acquire
the language and use it efficiently. Also, it is an everyday practice and planning. Teachers have to be
aware of what part worked or did not work in the previous class in order to adopt a new strategy to
succeed in their plan.
In addition, it is a hard task to motivate students to participate and to learn what has been taught.
This means trying to get to know the students's personality so that the new plan be adapted
accordingly. Applying new teaching techniques, and positive reinforcements not always work
when a student is not motivated. Thus, the teacher's job becomes more difficult.
Finally, as non-native speakers of the target language or TL being taught it is difficult to answer
every student's questionnings about the language. That is a reason why English teachers have to be
in a continuous learning towards topics related to the field. Also, it is difficult to find a way to keep
on practicing with an English native speaker when the environment in which we delop is our native
language or L1. As a result sometimes there is a loss of expertise in the TL and a lot of vocabulary
learned can be lost with no practice.
As a summary, in doing a research in Japan with which we, as a country share the fact that English
is not part of the oficial language, I wanted to appoint the importance that Psycholinguistics,
(specifically Second Language Acquistion theories) is to our field. Many of the theories study by
SLA including cognition, teacher-student interaction, motivation, etc. should always be present in
our plans. As all of the professors interviewed stated, and many of the students from the English
Education Division at Miyagi University believe, there is a need for EFL teachers to change their
− 75 −
teaching methodologies. Otherwise, students at elementary schools will only learn vocabulary when
going to junior high school. After entering junior high school, these students who usually loved
the English activity come to dislike the class and feel it like a mandatory subject just to pass a test
due mainly to the new completely opposite teaching methodology they face.
As a motto from a Conference for English Teachers in my country stated some years ago :
“Great teachers inspire, great teachers motivate, great teachers change the world”
It is in our hands to try to do our best for the good of the future generations.
Bibliography
Ellis, R. 2009. 'Classroom interaction and second laguage acquisition'. The Study of Second
Language Acquisition. 2nd Ed. Newy York; Oxford University Press; 775 – 777
Ortega, L. 2009. 'Cognition'. Understanding Second Language Acquisition. London; Hodder
Education; 82 – 108
Ortega, L. 2009. 'Social dimensions of L2 learning'. Understanding Second Language Acquisition.
London; Hodder Education; 216 - 253
− 76 −
− 77 −
− 78 −
− 79 −
− 80 −
A REPORT ON THE TEACHER TRAINING PROGRAM
FOR FOREIGN TEACHERS
(October 2009- March 2011)
MAMADALIMOV ANVARJON
RAKHIMJONOVICH
Present Status: English Teacher
MAJOR FIELD OF STUDY: EDUCATIONAL ADMINISTRATION STUDY
MIYAGI UNIVERSITY OF EDUCATION
ACADEMIC ADVISOR:
Tomonori Ichinose
Professor
Research Center for International
Understanding in Education
Miyagi University of Education
− 81 −
Acknowledgements
I am grateful to the following people who have helped me to accomplish my study in Japan:
I am heartily thankful to my academic advisor, Professor Tomonori Ichinose, who helped me
by his deep knowledge during this program,
Associate Prof. Akiko Takahashi, Associate Prof. Junya Kubo, Associate Prof. Koji Mizota,
associate Prof. Tsuyoshi Yoshida, Associate Prof. Nashimoto Yutaro, Lecturer Leis Adrian,
and other professors of MUE for their assistance to improve my knowledge about educational
methods.
I would also to thank the International affairs staff Kumiko Suganami and Kamata Michio for
their guidance and support to develop an understanding me in different cultural activities,
Japanese Monbukagakusho Scholarship Authority (MEXT) for offering me a scholarship in
such an effective field of study and the Ministry of Public Education in Uzbekistan,
Lastly, I offer my regards and blessings to all of those who supported me in any respect
during the completion of the program.
− 82 −
CONTENTS
Acknowledgments
82
Introduction
84
1. Different aspects of this program
1.1 Intensive Japanese Course
1.2 Introducing Japanese Culture
1.3 Attending Native English Teacher’s
Teaching Methodology Classes
1.4 Visiting Japanese Schools
86
86
87
88
89
2. Education System in Japan
2.1 School system
2.2 The National School Curriculum
91
91
91
3. Education System in Uzbekistan
3.1 School system
3.2 The National Program of Training
3.3 Curriculum and courses of study
93
93
94
95
4. Comparative Education Systems of Japan and Uzbekistan
5. Uzbek-Japan Cooperation in the Field of Education
98
101
Conclusion
102
References
103
− 83 −
Introduction
“Education is the movement from darkness to light.” ~Allan Bloom
Education is a factor of utmost importance for human development and it plays
a core role in tackling fundamental challenges facing mankind. Statistical data
confirms that the poverty level in a country is directly correlated with its level
of education.
The level of education influences the country’s capacity to increase its labor
productivity and the creative abilities of its population, and consequently the
level of economic development. Currently, all over the world, the most
competitive economies are focused on “building and selling knowledge” and the
creation of products with high level value.
The education system is a very important element which forms history and
culture of Japan. The Japanese educational system is a very strong instrument
for their national politics and cultural constant. Academic achievements of their
students are higher and fitting to the international standards. Consequently,
many countries are interested in the education system of Japan. In this research
we will evaluate the Japanese education system in modern development process
and we will mark sides which will be useful to the education system
of Uzbekistan.
Uzbekistan has experienced strong economic growth during the last few years.
Many new production and construction enterprises, both large and small, have
appeared in the republic. As a result there is a strong demand for an educated
and qualified workforce.
As an independent state, Uzbekistan had to face various issues connected with
economic, social and cultural development. One of the burning issues of a new
born country in 1991 was training of highly qualified specialists in various
fields.
The political changes that followed the declaration of independence, the
transition to the market economy and the introduction of the concept of
democracy into the society could not leave the existing Uzbek education system
unchanged. Moreover, the new challenges faced by the country at the initial
stage of its independence raised a strong demand for dynamic, open-minded and
proactive generation of specialists, who could contribute to the country’s speedy
evolvement as a valuable member of the international community.
− 84 −
In connection with this, a number of educational reforms were implemented,
that covered all areas of education system on all levels. This included the
change of curriculum in educational institutions, introduction of a new grading
system in schools and universities, creation of new higher educational
institutions and introduction of new departments in existing ones to train for the
specialties that did not exist before, such as management, marketing, etc.
− 85 −
Different aspects of this program
In September, 2009, I was accepted to be a teacher-training student by
Monbukagakusho (MEXT) of Japan. The duration of this program was from
October, 2009, to March 2011. It includes Japanese intensive language course for
six months at Tohoku University and one year teacher-training course at Miyagi
University of Education.
1.1 Intensive Japanese Language Course
The first part of this program was to learn Japanese intensively for six months.
This six month program covered functional Japanese necessary in daily life as
well as fundamentals of the language essential to specialized research fields in
Japan.
The pace of the language course was a little bit fast, but all the instructors are
really kind and helpful.
Besides learning Japanese, as a teacher I have had a wide range of knowledge of
using teaching aids and technologies, as the process of teaching – learning depends
upon the different type of equipment available in the classroom.
Japanese is considered a difficult language to learn. This is certainly true for
native speakers of European languages, such as English, because Japanese is
fundamentally different from European languages.
One of the biggest difficulties of the Japanese language is its complex writing
system. Unless you are already familiar with Chinese characters (kanji), many
years of study are necessary to achieve complete literacy.
One of the important factors is that from the first lesson the Japanese language
was taught in Japanese. Teachers used gestures, facial expressions, and mime to
help us get meaning. First I did not understand anything but gradually I
accustomed to the language of the teachers and tried to understand them.
In most schools in Japan English teachers instruct the students in the Japanese
language instead of English or translate some sentences. But I think English class
should be taught only in English.
− 86 −
Tohoku University Intensive Japanese Language Course
Graduation Ceremony
1.2 Introducing Japanese Culture
Culture is an important part of a language. Learning the culture makes a
language more interesting. The Japanese language has always played a significant
role in Japanese culture. According to Ruth Benedict, “Culture is what binds
(people) together.”
During the school year I have had the chance to learn Japanese language,
Japanese culture, nature, society and history. Besides my classes I was introduced
to Japanese cultural activities, like, enjoying Japanese festivals, learning Ikebana,
origami, Sado, international food festival, eating traditional meals, wearing of
kimono, watching sumo etc.
I was also asked to introduce the culture and traditions of my country in many
events. Unfortunately, many Japanese people don't have enough information on
Uzbekistan and Uzbek nation.
Japanese students could be able to know about Uzbek culture and traditions,
education system, and of course, about the historical cities such as Samarkand,
Bukhara and Khiva.
I have made friends here in Japan like nowhere else. I mean International
friendship.
− 87 −
Traditional Japanese Restaurant
Trip to Kyoto and Nara
Japanese Yukata
Sendai Tanabata Festival
1.3 Attending Native English Teacher’s Teaching Methodology Classes
Today in classrooms around the world young people and adults are involved in
the study of English. Indeed this interest in the learning of English has increased to
such an extent that English is now considered by many to be an international
language.
Being a native speaker of a language does not mean being a good teacher of the
language. It is not easy to teach a foreign language unless we know how to teach.
Even if it is our mother tongue, it is not easy. Having good language skills does not
always mean being able to teach the language well. Without language learning
experience and teaching skills, it is hard to teach and become a good teacher when
we consider the teachers’ great influence on their students.
There are some English courses for the students of MUE which are conducted
by some native English teachers. Attending these classes I got some great
information about some effective teaching strategies, methods, activities.
Observing some English classes at schools I found that Japanese English education
is not perfect.
− 88 −
Most Japanese people can read English easily. The problem with speaking
comes from the educational system in Japan. While most Japanese have at least
four years of English in school, they can only speak with great difficulty.
Those are likely the two biggest problems with Japanese and Uzbek language
education system. Both countries are very reliant on old methods of language
teaching. Teaching by translation instead of teaching by use is not an effective way
of teaching any language. A language class should be 50% or more speaking and
group work to practice. Many of the students I have actually possess excellent
grammar knowledge, but are completely unable to use it.
For many Japanese and Uzbek students the environment is not conducive to
practicing the use of English. And this lack of opportunity to use the language in
real life situations is a major hurdle shared by many in both Japan and Uzbekistan.
1.4 Visiting Japanese Schools
During the program I have visited some elementary and secondary schools in
Miyagi prefecture. Visiting these schools not only did I observe classes but I was
able to get introduced with the school facilities, out of school activities, the school
curriculum and etc.
The following is a list of the schools I visited in Japan:
1. June 25, 2010 - Tomiya elementary school
2. November 31, 2010 - Tomiya elementary school
3. September 7, 2010 – Ekiraku elementary school
4. September14, 2010 – Shiomi elementary school
5. January 20, 2011- Affiliated Nursery School of MUE.
6. January 20, 2011 - Affiliated Elementary School of MUE.
7. January 20, 2011 - Affiliated Junior High School of MUE.
8. February 8, 2011 - Shishiori elementary school
− 89 −
1
2
4
3
5
6
7
8
Visiting Scchools: 1- Reaading Class;(M
MUE Fuzoku elementary scchool), 2 – Mu
usic
Class;(M
MUE Fuzoku elementary
e
schhool), 3- Engliish Class;(MU
UE Fuzoku eleementary schoool), 4 – Scien
nce;(MUE
F
Fuzoku
elemeentary school), 5 – Internatiional Festival;;(Tomiya elem
mentary schoool), 6 - Physicaal
Educatiion;(MUE Fuzoku elementaary school), 7 – School Lun
nch;(Tomiya elementary
e
school), 8 - Intrroducing
Uzbekistann to Japanese students; (Tomiya elementtary school)
− 90 −
2. Education system in Japan
2.1 School System
The Japanese educational system was reformed after World War II. The old 65-3-3 system was changed to a 6-3-3-4 system (6 years of elementary school,
3 years of junior high school, and 3 years of senior high school and 4 years of
University) with reference to the American system.
A school year has three terms: summer, winter and spring, which are each
followed by a vacation period. The school year begins in April and ends in
March of the following year.
An elementary school (from 6 years) and junior high school (3 years)
education, i.e. nine years of schooling are considered compulsory.
Japan has one of the world's best-educated populations, with 100% enrollment
in compulsory grades and zero illiteracy. While not compulsory, high school
(koukou) enrollment is over 96% nationwide and nearly 100% in the cities.
High school dropout rate is about 2% and has been increasing. About 46%
of all high school graduates go on to university or junior college. The Ministry
of Education closely supervises curriculum and textbooks, and classes with
much the same content are taught throughout the country. As a result, a high
standard of education becomes possible.
2.2 The National School Curriculum
The elementary school curriculum covers Japanese, social studies,
mathematics, science, music, arts and handicrafts, homemaking and physical
education. At this stage, much time and emphasis is given to music, fine arts
and physical education.
Once-a-week moral education classes were re-introduced into the curriculum
in 1959, but these classes together with the earlier emphasis on non-academic
subjects are part of its "whole person" education which is seen as the main
task of the elementary school system. Moral education is also seen as more
effectively carried on through the school routine and daily interactions that go
on during the class cleaning and school lunch activities.
The middle curriculum includes Japanese, mathematics, social studies,
science, English, music, art, physical education, field trips, clubs and
homeroom time. Students now receive instruction from specialist subject
teachers. The pace is quick and instruction is text-book bound because
teachers have to cover a lot of ground in preparation for high-school entrance
− 91 −
examinations.
High schools adopt highly divergent high school curricula; the content may
contain general or highly specialized subjects depending on the different types
of high school.
Curriculum
Subjects taught include:
‡@ @Japanese Language iKokugo j
‡A @Social Studies (Shakai) @ @ @ @
‡B @Math (Sansuu)
‡C @Science (Rika)
‡D @Life Activities (Seikatsu)
‡E @Music (Ongaku)
‡F @Art (Zugakousaku)
‡G @Home Economics (Katei)
‡H @Physical Education (Tai-iku)
‡I @General Studies (Sougou)
‡J @Moral Education (Doutoku)
‡K @Special Activities (Tokubetsu Katsudou)
Grade
‡@
‡A
‡B
‡C
‡D
‡E
‡F
‡G
‡H
‡I
‡J
‡K
Total
1st
272
-
114
-
102
68
68
-
90
-
34
34
782
2nd
280
-
155
-
102
70
70
-
90
-
35
35
840
3rd
235
85
150
70
-
60
60
-
90
105
35
35
910
4th
235
85
150
90
-
60
60
-
90
105
35
35
945
5th
180
90
150
95
-
50
50
60
90
110
35
35
945
6th
175
100
150
95
-
50
50
55
90
110
35
35
945
Numbers of lessons for one school year :one lesson unit is 45 minutes.
3.
− 92 −
Education System of Uzbekistan
Uzbekistan is the state of youth. Children, teenagers and young people under the
age of 25 comprise approximately 60% of the total population. Nowadays in our
country every third child studies at the secondary school or gets trade
experience at the high and secondary special schools and trade institutions. Five
million children study at school, and more than a million are preparing to be
school children at kindergarten level. The education of children and youth is one
of the main priorities of the countries government policy. That is why the LAW
of Education was adapted in June of l992, which became one of the first laws in
our young sovereign state.
3.1 School System
Education system is regulated by the Law of the Republic of Uzbekistan “On
Education” and consists of: pre-school education; general secondary; secondary
special and vocational; undergraduate, graduate education; in-service training of
human resources; extracurricular education.
Pre –school education is meant to form-state healthy and developed
personality of a child, prepare for systematic education.
Pre-school education is provided by state-run and non-state tuition-fee based
children’s pre-school institutions.
Pre-school educational institutions offer general curricula of pre-school
education with various foci and provide care, supervision, health improvement,
upbringing and education of children under 7.
General secondary education with 9-year-long tuition programme. General
secondary education is divided into: primary education (I-IV grades) and
general education (V-IX grades).
Primary education is aimed at establishment of basic literacy, knowledge, and
skills essential for general secondary education. Children are admitted to the
first grade from the age of 6-7 years.
General secondary education provides essential knowledge base, develops
the skills of independent thinking, organizational skills, and practical experience,
and facilitates initial professional orientation and selection of the following
stage of education.
− 93 −
Secondary special and vocational education. Building up on general
secondary education, everyone is entitled to choose the area of education in
academic high school or vocational college.
Higher education provides training for highly qualified specialists. The
programme of higher professional education is implemented in higher academic
institutions – universities, academies, institutes, and other higher educational
institutions.
3.2 The National Program of Training
The National Program of training specialists and the Law on Education have
laid the foundation for reformations of the educational system in Uzbekistan.
The National Program is oriented to the formation of a new generation of
experts with high professional and general culture distinguished for their
creative and social activity. The program, among other things, stipulates the
formation of absolutely new structures - the academic lyceums and colleges. On
February 24, 1998, the Cabinet of Ministers adopted a special decree on
organizing lyceums, colleges and their management. The reason for the
formation of them lies in the fact that students will acquire not only basic but
also specialized knowledge on certain disciplines for further training in an
institution of higher learning.
The Republic of Uzbekistan’s law “On Education” establishes the legal
framework for the functioning of the educational system in new conditions.
Currently, in Uzbekistan the material base of the academic lyceums and
professional colleges has transitioned to a 12-year education framework which
provides an opportunity for all high school graduates to receive vocational
training and master a concrete profession.
With this law, a new stage in educating students in Uzbekistan has emerged: a
three-year free compulsory secondary special vocational education, which has
connected the general secondary education with the professional training of
young people. In doing so, the government bridged the gap between the
knowledge received at school and the lack of practical skills and experience
necessary in the workplace. The reform introduced two types of secondary
vocational educational establishments:
1. Vocational colleges, which teach general subjects and provide
professional skills and knowledge for a chosen profession;
2. Academic lyceums, which provide an in-depth knowledge of both
academic and practical subjects.
− 94 −
Schools in Uzbekistan
3.3 Curriculum and study course
The education in the primary and secondary school levels are given with
extra care, keeping in mind the sensitivity of the young minds.
Ever since1992, the curriculum of Uzbekistan schools have been
reformulated in accordance with the national needs. The Ministry of
People's Education supervises the primary, secondary, and vocational
education in Uzbekistan.
− 95 −
Curriculum structure of Junior Classes
1st grade
2nd grade
3rd grade
4th grade
General
Arithmetic
Arithmetic
Arithmetic
Arithmetic
Arithmetic
Native language
Native language
Native language
Native language
Native language
Nature
Nature
Nature
Nature
Nature
Uzbek
Uzbek
Uzbek
Uzbek
Russian
Russian
Russian
Russian
Human and society
Handcrafts
Handcrafts
Handcrafts
Handcrafts
Handcrafts
Art
Art
Art
Art
Art
Music
Music
Music
Music
Music
Physical education
Physical education
Physical education
Physical education
Physical education
School curriculum of Senior Classes
5th grade
6th grade
7th grade
Native language
Native language
Native language
Literature
Literature
Mathematics
Biology
8th grade
9th grade
General
Native language
Native language
Native language
Literature
Literature
Literature
Literature
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Physics
Physics
Physics
Physics
Physics
Biology
Biology
Biology
Biology
Biology
Chemistry
Chemistry
Chemistry
Chemistry
Informatics
Informatics
Informatics
Informatics
Informatics
Informatics
History
Sense of
Motherland
History
History
History
History
History
Geography
Geography
Geography
Geography
Geography
Geography
Economics
Economics
Economics
Moral
Uzbek
Uzbek
Uzbek
Uzbek
Uzbek
Uzbek
Russian
Russian
Russian
Russian
Russian
Russian
English
English
English
English
English
English
− 96 −
German
German
German
German
German
German
French
French
French
French
French
French
Music
Music
Music
Art
Art
Art
Drawing
Drawing
Drawing
Handcrafts
Handcrafts
Handcrafts
Handcrafts
Handcrafts
Handcrafts
Physical
Education
Physical
Education
Physical
Education
Physical
Education
Physical
Education
Physical
Education
− 97 −
4. Comparative Education Systems of Japan and Uzbekistan
Japanese and Uzbek nations have some cultural similarities. Consequently,
education system of Japan could give useful knowledge in development process of
Uzbek education system. I have found some differences between Japan and Uzbek
education systems.
1. Japanese use 6+3+3 system: an elementary school (from age of 6), junior high
school (3 years) education and 3 years senior high school. Nine years of schooling
(primary and junior high school) is considered compulsory. Uzbekistan uses 4+5+3
system: an elementary education (from age of 6), five years of lower secondary
education and 3 years of upper secondary education. The compulsory education is
12 years in Uzbekistan.
2. Education language is only Japanese in the education system of Japan.
Uzbekistan is a multinational country. Uzbek Government has education in 7
languages (Uzbek, Karakalpak, Russian, Kazakh, Tajik, Kyrgyz and Turkmen).
3. The role of teacher is very important in promotion of education quality and in
education reforms in Japan and Uzbekistan. Japanese must have bachelor degree to
become teacher in schools. In Uzbekistan, generally most teachers of schools
finished pedagogical universities or vocational colleges.
4. Primary education in Japan is six years. For comparison, the primary
education in Uzbekistan lasts four years. If the four year primary education
proceeds to 5 and 6 years education it will be effective way give vast basic
knowledge to primary school age children.
5. Japanese consider practicing national games in a physical training lessons. It is
very important. The practice of Uzbek national games would educate national
culture to next generations.
6.
The 30 percent of time in primary education is reserved to elective lessons.
They are house works, to fold paper etc. Students can elect foreign language,
society studies, natural sciences, physical culture, house works, and music and art
lessons in the secondary school. Also children can participate in out of class
activities. There are no electoral lessons in the Uzbek education system. The
electoral lessons would increase the interest of students.
7. Private sector is very important in the education system of Japan. Big holdings
have private professional schools in Japan. For example: Mitsubishi, Sumitomo,
and Hitachi had opened professional-technician schools where they educated
workers to reach high technology and modern methods. Day by day importance of
private sector in the education is increased. The private sector supports students
with scholarships. In the Uzbek education system role of private sector is low.
− 98 −
− 99 −
Organization of the School System in Uzbekistan
21
16
20
15
19
14
18
13
17
12
16
11
15
10
14
9
13
8
12
7
11
6
10
5
9
4
8
3
7
2
6
1
Universities and institutes
Academic lyceums
Vocational colleges
Senior classes (Lower secondary
education)
Junior classes (Primary education)
4
Nursery schools
Kindergartens
3
− 100 −
Preschool ed.
5
Secondary education
17
Upper sec.
ed.
22
Higher education
For
m
compulsory education
Ag
e
5. Uzbek-Japan Cooperation in the field of Education
During the years of independence Uzbekistan has established and is developing
scientific and technical cooperation with the USA, the European Union, Japan,
China, Republic of Korea, India and others.
Uzbekistan and Japan enjoy a long history of trade, economic and cultural
cooperation that has its roots in the times of the Great Silk Road.
Japan recognized the Independence of Uzbekistan on December 28, 1991 and the
diplomatic relations were established on January 28, 1992.
In March 2010 the representative office of one of the largest Japanese educational
institutions – Nagoya University – was opened in Tashkent. Its purpose is to select
and manage a study process at higher educational institutions in Japan for
graduates of colleges, lyceums and high schools of Uzbekistan and other countries
in Central Asia. The program is built on the basis of grants from the Japanese
government.
On September 23-24, 2010, Nagoya University hosted an Uzbek-Japan academic
forum. The forum drew representatives of the University of World Economy and
Diplomacy and Tashkent State Law University, teachers and researchers from
different states of the world, Uzbek and Japanese students studying at Japanese
universities, who are doing their researches in Japan, in such fields as: law;
economics; culture, linguistics, and sociology; engineering; medicine; international
relations and public policy.
Uzbek President Islam Karimov will pay an official visit to Japan at the
invitation of Prime Minister of Japan Naoto Kan on Feb. 8-10, 2011.
During the visit, the issues of expanding and intensifying Uzbek-Japanese
cooperation, and important regional and international problems of mutual interest
will be discussed, UzA reported.
− 101 −
Conclusion
Uzbek-Japan educational relations are developing dynamically. Japan is considered
to be one of the leading partners in the fiel of education.
During 19 years of independence deep structural reforms and transformations in the
system of education has taken place in the Republic of Uzbekistan.
The “Law on Education” and “National Programme for Training Personnel” of the
Republic of Uzbekistan are the main normative-legal basis determining the reforms
and substance of the sphere of education in the Republic of Uzbekistan.
The National Program for School Education Development targets:
x
x
x
x
Strengthening and Development of the infrastructure of basic education schools;
Furnishing schools with up-to-date teaching and laboratory equipment, computers,
textbooks and teaching materials.
Improvement of teaching methodology and curriculum;
Improvement of the qualifications of teaching staff, development of training and
re-training systems, and improvement of teachers motivation system.
− 102 −
References
1. Education and Examination in Japan
Ikuo Amano
1990 University of Tokyo Press
2. Society and Education in Japan
Herbert Passin.
Kodansha International
3. Education and Training in Japan
Edited by Thomas and Chris Bjork
2001
4. Education in Contemporary Japan
Okano Tsuchiya
Cambridge University of Press 1999
5. Education System and Administration in Japan
6. Kansai Society for Educational Society
7. Teaching by Principles
An interactive Approach to Language Pedagogy
H. Douglas Brown
San Francisco State University
Websites
http://www.education-in-japan.info/
http://www.mext.go.jp/english/
http://www.uzedu.uz/
http://www.turkishweekly.net/
http://www.amphi.com/~psteffen/fmf/education.htm
http://japanese.about.com/od/japaneselessons/a/061000.htm
http://educationjapan.org/jguide/school_system.html
http://www.tashkent.org/uzland/educate.html
− 103 −
MAMADALIMOV ANVARJON
RAKHIMJONOVICH ߐࠎߩቇ⠌ߦߟߡ
Ꮢἑ ᥓ♿
MAMADALIMOV ߐࠎߪ⺆⧷ߩࡦ࠲ࠬࠠࡌ࠭࠙ޔᢎຬߢޔችၔᢎ⢒ᄢቇߢߪޔᢎ⢒
ߩᲧセ⎇ⓥߡߒߘޔᄖ࿖⺆㧔⧷⺆㧕ᢎᴺࠍਛᔃߦ⎇ⓥߒߚޕᬺߢߪ⺰ޔᢥᚑޔᣣ
ᧄ⺆ߩᬺߦട߃ߡޔᢎຬ⎇ୃ㑐ଥߩࡊࡠࠣࡓ⑼⋡⺆⧷ޔᢎᴺ㑐ଥߩṶ⠌ࠍฃ⻠ߒ
ߚޕ
MAMADALIMOV ߐࠎߪޔᣣᧄߢߪ♖ജ⊛ߦቇᩞ⸰ࠍߐࠇߚ⸰ޕߐࠇߚቇᩞߪޔ
㒝ዻዊቇᩞޔን⼱ዊቇᩞࡩ৾ޔᵿ↸┙᳤ዊቇᩞޔ੦ᭉዊቇᩞޔ᳇ᴧᏒ┙㣮᛬ዊቇᩞ
ߥߤߢࠆޕ
ᓟឝߩ⺰ᢥߦ߽ߺࠄࠇࠆࠃ߁ߦߩࡦ࠲ࠬࠠࡌ࠭࠙ޔᢎ⢒ߪޔᱧผ⊛ߦࠄ߆ဳࠕࠪࡠޔ
᰷☨ဳ߳ߩࠪࡈ࠻߇ߞߚߎߣޔ᳃ᣖߩ⸒⺆߿ᢥൻ⢛᥊߇ⶄᢙߢࠅߘࠇ߇ᢎ⢒ࠪࠬ࠹
ࡓߩ⢛᥊ࠍᏀฝߒߡࠆߎߣޔၮ␆ᢎ⢒Ბ㓏ߩలታ߇ᕆ߇ࠇࠆߎߣޔߪߢ⁁ޔ⡯ᬺᢎ
⢒ࠍలታߐߖߡࠆߎߣޕቇᩞᢎຬߩቇᱧ߇ቇ჻තߢߪߥ⁁ᴫ߇ࠆߎߣߥߤ߇ㅀߴ
ࠄࠇߡࠆޔߪߡ߅ߦࡓࡘࠠࠞޕᣣᧄߢߩቇᩞ⸰ࠍㅢߒߡޔᣣᧄߩቇᩞߢߪ✚
ว⑼⋡߿⟤ⴚ㖸ᭉߥߤቇ⑼⋡એᄖߩ⑼⋡߇లታߒߡࠆ߇ࠁࠊߪߢࡦ࠲ࠬࠠࡌ࠭࠙ޔ
ࠆ㧡ᢎ⑼ਛᔃߢࠆߎߣߥߤ߇ㅀߴࠄࠇߡࠆޕ
ߎ߁ߒߚශ⽎ߪޔਛᄩࠕࠫࠕ߿ࡕࡦࠧ࡞ߩ⇐ቇ↢߇ㅢߒߡᜬߟ⼂ߢࠆޕᲧセᢎ
⢒ߪޔ࿖ߩᚑࠅ┙ߜ߿⢛᥊߇⇣ߥࠆߩߢ⎇ࠄ߆ߎߤޔⓥߒߡ߽⚿ޔዪ⢛᥊ߩ㆑ߦⴕ߈
ߟߊߎߣߦߥࠆޕ⍴⛊⊛ߦߪࠈߎߣ⦟ޟᮨ୮ߒߡ߅ޟޠߦቇ߮ߞߡࠊ߁ߣޠ
ߌߦߪ߆ߥޕ
࠙࠭ࡌࠠࠬ࠲ࡦߣᣣᧄߣߩදജ㑐ଥߣߒߡߪޔJICA ߩ࿖㓙දജᬺ߿ޔฬฎደᄢቇ
ߩㅪ៤ᬺߥߤ߇ࠆޕMAMADALIMOV ߐࠎߪޔฬฎደߢߩࠪࡦࡐࠫ࠙ࡓߦෳടߒ
ߡޔ࿖㓙දജᬺߦᒝߊ㑐ᔃࠍᜬߞߚࠃ߁ߢࠆޕห᭽ߦ࠙࠭ࡌࠠࠬ࠲ࡦ߆ࠄ⇐ቇߦ߈
ߡߚ KAMILA ᅚผ߽หߓࠃ߁ߦ࿖㓙දജߦ៤ࠊࠅߚߣߞߡߚޕᣣᧄߢฃߌߚ
ᢎ⢒߿⍮⼂߇ή㚝ߦߥࠄߥࠃ߁ߦޔߦޘੱߩࠄࠇߎޔ᧪ᵴべߩᯏળ߇ਈ߃ࠄࠇࠆߎ
ߣࠍᦼᓙߒߚޕ
ᦨᓟߦޔMAMADALIMOV ߐࠎߪޔᣣᧄߢೋߡᣣᧄ⺆ࠍቇ⠌ߒᆎߚߦ߽߆߆ࠊ
ࠄߕޔᄐભߺࠍㆊ߉ߡᕆㅦߦᣣᧄ⺆߇㆐ߒߚ߽ߡߒࠍߥࠎߤߪޕℂ⸃ߢ߈ࠆࡌ
࡞ߦߥߞߚޕᄢᄌദജߐࠇߚߣᕁ߹ߔޕ
− 104 −
Final report: Teachers training
course 2010/2011
Period: from April 2010 to March 2011
Miyagi University of Education
Part 1:
a- Lectures
b- Seminars
c- schools visits
Part 2:
a- Research project
b- Results
c- Suggestions
Part 3:
Conclusion
− 105 −
Part 1:
a- Lectures:
a-1- Japanese language
Grammar classes:
Monday and Friday afternoon:
After having a six months of intensive Japanese language course
in Tohoku university(Kawauchi campus), we continued studying
Japanese in Miyagi kyoiku daigaku, twice a week by reviewing
the two books ߺࠎߥߩᣣᧄ⺆ 1 and 2.
This classes were very useful for me because they helped me to
understand the Japanese language grammatical structure, and
especially that the teaching methodology was extremely advanced
and professional. I can’t deny the patience of our Japanese
teachers towards us and their kindness, and maybe that’s a good
chance for me to thank them all for the improvement we realized
in learning the Japanese language.
For me, the nature of Japanese language surprised me because it
is totally different from other languages in writing, reading and
the grammatical rules. It took a big effort from our teachers to
explain to us and make us feel motivated toward studying and
doing our best to advance. For me it was a unique experience that
would make me keep on trying to improve my Japanese language
abilities.
− 106 −
Kanji classes:
Kanji (Chinese characters)is an import part of Japanese language,
and let’s say the most difficult part of it, every Tuesday morning,
we used to meet Ichinose వ↢ to study kanji. During the training
course we were supposed to learn around 500 basic kanji, which
are the ones we will need in our daily life in Japan.
At the beginning, it was really hard for me to memorize a totally
new way of writing and reading, but with the time, it became part
of my daily life trying to read and explain some of the kanji I
could recognize on the street, or shops, or T.V…
And now after one a half years and, all I can say is I love kanji, it
is my favorite passtime game, and I guess I will continue learning
about kanji, because I think it is very interesting. And of course I
want to thank a lot Ichinose వ↢ for his precious efforts and
brilliant work.
a-2-English communication(Adrian వ↢)
Before I talk about his class, I want to say an important thing
about Adrian sensei, which is a good example of a foreigner who
could succeed and have a nice career in Japan.
When you enter his class you feel the nice atmosphere between
the teacher and his students and between the students
themselves, which is very important point in any teaching
process.
In this class, we learned how to teach English, and how to
improve our pedagogical skills. The best part of this class is it is
always ending by a free discussions about teaching between
− 107 −
students. In these discussions we could exchange points of view
and make new friends!!!
a-3-Public speaking(Adrian వ↢)
This class was very interesting because any teacher should be
able to speak in public, and of course that needs special
preparation and training. In this class every week one of the
student made a presentation and discussed with the other class
members about it, beside pair work activities and conversation
games.
But what was most important that every student has a personal
evaluating card that helped him/her to evaluate his/her proper
improvement and work on improving his/her score from week to
week.
a-4-Teaching methodology(Suzuki వ↢)
Wataru Suzuki sensei is my professor advisor, he helped me a lot,
especially at the beginning of my life in Japan, and he was always
giving me good advice and orientation for my research project
Actually Suzuki sensei is teaching under graduated students
classes, and I had the chance to attend one of these classes. I was
surprised by the very nice and spontaneous class atmosphere, and
I was also nicely surprised by the lesson plan that the 3rd grade
English teachers students prepared because it explained a serious
work and a good understanding of the teaching process.
− 108 −
This lesson plan was presented by two students as a team
microteaching and it had four parts:
1- Preparation-2-presentation-3-practice-4-evaluation .and these
four steps represent the international standards of a lesson
plan.
What also caught my attention, was the self-improvement, so
after the presentation, there was a discussion in order to
improve this lesson plan (in that example, it was about time
management)
b- Seminars:
In this training course we had weekly two seminars:
1- SLA seminar:
In that seminar we presented and discussed two books.
-Rod Ellis’s SLA book edition 2002.: This book is like an
encyclopedia as it presents the most important researches in
the field of second language acquisition. It was a good
chance for me to review many things related to that topic,
especially about motivation, and individual differences
which were the chapters I presented. Beside the important
discussions I had during my colleague’s presentations, and
after reading and discussing this book I improved my
understanding of many points that had been unclear to me
before I attend this seminar.
-Ortega’s book. This book’s ten chapters were very
interesting. It is not long but for me it is similar to a
summary of 30 years of researches in the SLA topic. The
interesting part of in this book is that, these researches
were discussed by Ortega and she gave her point of view
about many researchers. This gave us the opportunity to see
the point of view and the opposite point of view. This is like
− 109 −
looking at the subject from the two different sides of
thinking, and that, in my opinion, is very useful.
2- Miyagi University English Education’s section’s project
seminar:
That seminar consisted on preparing a questionnaire about
English education in Tohoku area, and it was proposed to
Miyagi university’s English section students.
This questionnaire is the same Japanese researcher’s model
of 67 questions, and it was available for Miyagi University’s
students to answer to it through a website created by
Akinobu ANDO sensei. Here is the form of this
questionnaire:
㪈㪅ᶏᄖᣏⴕ䉕䈚䈢䈇䈱䈪䍂⧷⺆䈱ീᒝ䈲ᄢಾ䈪䈅䉎䇯㩷
㩷
㩷
㪉㪅ⷫ䈏⧷⺆䈱ീᒝ䉕䈜䈜䉄䈩䈇䉎䇯㩷
㩷
㩷
㪊㪅⧷⺆䈏䈘䉏䈩䈇䉎䈱䉕⡞䈒䈫䉒䈒䉒䈒䈜䉎䇯㩷
㩷
㩷
− 110 −
㪋㪅⇣ᢥൻ䈱ଔ୯ⷰ䉇⠌ᘠ䈮䈫䈩䉅㑐ᔃ䈏䈅䉎䇯㩷
㩷
㩷
㪌㪅ᓟ䈘䉌䈮ᄢቇ䉇䈠䈱ઁ䈱ᚲ䈪⧷⺆䈱ᬺ䈏䈅䉏䈳䇮ฃ⻠䈚䈢䈇䇯㩷
㩷
㩷
㪍㪅⧷⺆䈱ീᒝ䉕䈚䈩䈍䈒䈫䈇䈧䈎⦟䈇䉕ᓧ䉎䈢䉄䈮ᓎ┙䈧䈫ᕁ䈉䈱䈪䇮⧷⺆䈱ീ
ᒝ䈲ᄢಾ䈣䇯㩷
㩷
㩷
㪎㪅䉅䈦䈫ദജ䈜䉏䈳䇮⧷⺆䉕⏕ታ䈮り䈮䈧䈔䉌䉏䉎䈫ᕁ䈉䇯㩷
㩷
㩷
㪏㪅ᄖ࿖䈮䉂䇮⧷⺆䈪⸛⺰䈚䈩䈇䉎⥄ಽ䉕ᗐ䈪䈐䉎䇯㩷
㩷
㩷
㪐㪅࿖㓙ൻ䈮䉋䈦䈩䇮ᣣᧄੱ䈏ᣣᧄᢥൻ䈱㊀ⷐᕈ䉕ᔓ䉏䉎ෂ㒾ᕈ䈏䈅䉎䇯㩷
㩷
㩷
㪈㪇㪅⧷⺆䈱න䉕䈫䉌䈭䈇䈫තᬺ䈏䈪䈐䈭䈇䈱䈪䇮⧷⺆䈱ീᒝ䉕䈚䈭䈔䉏䈳䈭䉌䈭䈇䇯㩷
㩷
㩷
㪈㪈㪅⧷⺆䈪䊈䉟䊁䉞䊑䉴䊏䊷䉦䊷䈫䉕䈜䉎႐ว䇮ਇ䉕ᗵ䈛䉎䇯㩷
㩷
㩷
㪈㪉㪅⧷⺆䈱ᬺ䈱㔓࿐᳇䈏ᅢ䈐䈣䇯㩷
㩷
㩷
㪈㪊㪅ⷫ䈚䈇ੱ䈏⧷⺆䈱ᬺ䈲ᄢಾ䈣䈫ᕁ䈦䈩䈇䉎䈱䈪䇮⧷⺆䈱ീᒝ䉕䈜䉎䇯㩷
㩷
㩷
㪈㪋㪅ⷫ䈲⑳䈮䇮䈅䉌䉉䉎ᯏળ䉕↪䈚䈩⧷⺆䉕⺒䉖䈣䉍䈚䈢䉍䈜䉎䈭䈬䇮⧷⺆䉕䈉
䉋䈉䈮䈜䈜䉄䈩䈇䉎䇯㩷
㩷
㩷
㪈㪌㪅ળ䈱ਛ䈪䈱⧷⺆䈱䈇ᣇ䈮⥝䈏䈅䉎䇯㩷
− 111 −
㩷
㩷
ᰴ䈻
㩷
ᰴ䈻
㩷
㪈㪍㪅䉅䈚ઁ䈱ᢥൻ䈏ᣣᧄᢥൻ䈮䉅䈦䈫ૃ䈩䈇䈢䉌ᭉ䈚䈇䈫ᕁ䈉䇯㩷
㩷
㩷
㪈㪎㪅⧷⺆䉕৻↢ ീᒝ䈚䈩䈇䉎䇯㩷
㩷
㩷
㪈㪏㪅᧪ㅴ䈱䈢䉄䈮⧷⺆ജ䈲ᔅⷐ䈫䈭䉎䈱䈪䇮⧷⺆䈱ീᒝ䈲ᄢಾ䈣䇯㩷
㩷
㩷
㪈㪐㪅䈖䈱䉁䉁ീᒝ䉕⛯䈔䉏䈳䈢䈇䈩䈇䈱⧷⺆䈱ᢥ┨䉕⺒䉄䇮ℂ⸃䈪䈐䉎䉋䈉䈮䈭䉎䈫
ᕁ䈉䇯㩷
㩷
㩷
㪉㪇㪅⥄ಽ䈏ᄖ࿖ੱ䈫⧷⺆䈪䈚䈩䈇䉎⁁ᴫ䉕ᗐ䈪䈐䉎䇯㩷
㩷
㩷
㪉㪈㪅⧷⺆䈱ᓇ㗀䈪ᣣᧄ⺆䈏ੂ䉏䈩䈇䉎䈫ᕁ䈉䇯㩷
㩷
㩷
㪉㪉㪅⧷⺆䈱ᬺ䈪⊒⸒䉕䈚䈩䈇䉎䈫䈐䇮ਇ䈮䈭䈦䈢䉍ᚭᖺ䈦䈢䉍䈜䉎䇯㩷
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㪉㪊㪅ᄢቇ䈱⧷⺆䈪ᖡ䈇ᚑ❣䉕ข䉍䈢䈒䈭䈇䈱䈪䇮⧷⺆䈱ീᒝ䉕䈚䈭䈔䉏䈳䈭䉌䈭䈇䇯㩷
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㪉㪋㪅⧷⺆䉕ീᒝ䈜䉎䈱䈲䈫䈩䉅㕙⊕䈇䇯㩷
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㪉㪌㪅⧷⺆䉕ീᒝ䈚䈭䈇䈫ⷫ䈏ᱷᔨ䈮ᕁ䈉䈱䈪䇮⧷⺆䉕ീᒝ䈚䈭䈔䉏䈳䈭䉌䈭䈇䇯㩷
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㪉㪍㪅⧷⺆䈏᧪䈭䈔䉏䈳䇮ᣏⴕ䈏䈅䉁䉍䈪䈐䈭䈒䈭䉎䈱䈪䇮⧷⺆䈱ീᒝ䈲ᄢಾ䈣䇯㩷
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㪉㪎㪅ᣣᧄ⺆䈫⧷⺆䈱න⺆䈱㆑䈇䈲㕙⊕䈇䈫ᕁ䈉䇯㩷
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㪉㪏㪅⧷⺆䈱ീᒝ䈮ദജ䉕ᗂ䈚䉁䈭䈇䇯㩷
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㪉㪐㪅ᤨ㑆䈏䈅䉎䈫䈐䈮䈲⧷⺆䈱ീᒝ䉕䈜䉎䉋䈉䈮䇮䈫ⷫ䈲䈜䈜䉄䈩䈇䉎䇯㩷
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㪊㪇㪅⥄ಽ䈲ઁ䈱ᢥൻ䈱ଔ୯ⷰ䉇⠌ᘠ䉕ዅ㊀䈚䈩䈇䉎䇯㩷
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ᰴ䈻
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㪋㪍㪅⧷⺆䈱ᤋ↹䈏ᅢ䈐䈣䇯㩷
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㪋㪎㪅⧷⺆䈮䉖䈪䈇䉎ੱ䇱䈏ᅢ䈐䈪䈅䉎䇯㩷
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㪋㪏㪅⧷⺆䈱ੱ䇱䈱䉋䈉䈮䈭䉍䈢䈇䈫ᕁ䈉䇯㩷
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㪋㪐㪅⧷⺆䈱㔀䉇䇮ᣂ⡞䇮䈅䉎䈇䈲ᧄ䈏ᅢ䈐䈣䇯㩷
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㪌㪇㪅⧷⺆䈱ੱ䇱䈫⍮䉍ว䈇䈮䈭䉍䈢䈇䇯㩷
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㪌㪈㪅⧷⺆䈏ᅢ䈐䈪䈅䉎䇯㩷
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㪌㪉㪅⧷⺆䈪䉌䉏䈢䊁䊧䊎⇟⚵䈏ᅢ䈐䈣䇯㩷
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㪌㪊㪅⧷⺆䈱ੱ䇱䈮䈧䈇䈩䉅䈦䈫⍮䉍䈢䈇䇯㩷
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㪌㪋㪅䈅䉌䉉䉎ੱ䈏ᣣᧄੱ䈱䉋䈉䈭↢ᵴ䉕ㅍ䉏䈳䇮䉅䈦䈫⦟䈇䈱ਛ䈮䈭䉎䈣䉐䈉䇯㩷
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㪌㪌㪅ᓟ䈘䉌䈮⥄ಽ䈱ኾ㐷䈮䈧䈇䈩ീᒝ䈚䈩䈇䈒䈢䉄䈮䈲⧷⺆䈏ᔅⷐ䈮䈭䉎䈫ᕁ䈉䈱
䈪䇮⧷⺆䈱ീᒝ䈲ᄢಾ䈣䇯㩷
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㪌㪍㪅⧷⺆䈱ᢥൻ⊛䇮⧓ⴚ⊛ଔ୯ⷰ䈲䇮ᣣᧄ䈱ଔ୯ⷰ䉕䈣䉄䈮䈜䉎䈫ᕁ䈉䇯㩷
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㪌㪎㪅⥄ಽ䈮䈲⧷⺆ቇ⠌䈱ᚽ⢻䈏䈅䉎䈫ᕁ䈉䇯㩷
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㪌㪏㪅᧪䈱䈮䈧䈇䈩⠨䈋䉎䈫䈐䈲䈇䈧䈪䉅䇮⧷⺆䉕䈦䈩䈇䉎⥄ಽ䉕ᗐ䈜䉎䇯㩷
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㪌㪐㪅ᄖ࿖ੱ䈮⧷⺆䈪䉕⡞䈎䉏䉎䈫✕ᒛ䈜䉎䈣䉐䈉䇯㩷
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㪍㪇㪅⧷⺆䈱⾗ᩰ⹜㛎䈪ૐ䈇ὐᢙ䉕ข䈦䈢䉍ਇวᩰ䈮䈭䉍䈢䈒䈭䈇䈱䈪䇮⧷⺆䈱ീᒝ䈲
ᔅⷐ䈣䇯㩷
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㪍㪈㪅⧷⺆䉕ቇ䈹䈖䈫䈲ᧄᒰ䈮ᭉ䈚䈇䇯㩷
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㪍㪉㪅⧷⺆䈱ീᒝ䉕䈚䈩ᢎ㙃䈱䈅䉎ੱ㑆䈮䈭䉌䈭䈔䉏䈳䈇䈔䈭䈇䈫䇮ⷫ䈲ᒝ䈒ᕁ䈦䈩䈇
䉎䇯㩷
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㩷
㪍㪊㪅࿖㓙ൻ䈏ㅴ䉃䈫䇮ᣣᧄ䈱⁛⥄ᕈ䈏ᄬ䉒䉏䉎ෂ㒾ᕈ䈏䈅䉎䈫ᕁ䈉䇯㩷
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㪍㪋㪅⧷⺆䈏䈪䈐䉏䈳࿖㓙⊛䈮䈒䈖䈫䈏䈪䈐䉎䈱䈪䇮⧷⺆䈱ീᒝ䈲ᄢಾ䈣䇯㩷
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㪍㪌㪅ᣣᧄੱ䈪䈅䉎䈖䈫䉕䉍䈮ᕁ䈦䈩䈇䉎䇯㩷
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㪍㪍㪅᧪⥄ಽ䈱䈚䈢䈇䈖䈫䉕䈜䉎䈢䉄䈮䈲䇮⧷⺆䈏ᔅⷐ䈫䈭䉎䇯㩷
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㪍㪎㪅⧷⺆䈏䈪䈐䈭䈇䈫䈪䈐䈱ᖡ䈇ቇ↢䈫ᕁ䉒䉏䉎䈢䉄䇮⧷⺆䈱ീᒝ䈲ᄢಾ䈪䈅䉎䇯㩷
㩷
㩷
ᰴ䈻
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ᔅⷐ䈣䇯㩷
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㩷
ᰴ䈻
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䃂ᕈ䋺
↵ᕈ㩷 㪆
ᅚᕈ㩷 㩷
㩷
䃂࿖☋䋺
ᣣᧄੱ㩷 㪆
ᄖ࿖ੱ㩷 㩷
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䃂ᐕ㦂䋺
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㩷 㩷 䈠䈱ઁ䋺
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䃂ቇᐕ䋺
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㩷 㩷 䈠䈱ઁ
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䃂䉮䊷䉴䊶ኾ䉕⸥䈚䈩䈒䈣䈘䈇䋺㩷
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䃂⧷⺆ᢎຬ䋺⧷⺆䈱䊈䉟䊁䉞䊑䈱వ↢䈮⠌䈦䈢䈖䈫䈏䈅䉎䋬䈅䉎䈇䈲⠌䈦䈩䈇䉁䈜
䈎䋿㩷
䈲䈇㩷 㪆
䈇䈇䈋㩷
㩷
䃂ᶏᄖ⚻㛎䋺ᣏⴕ䉇ീᒝ䈭䈬䋬ዋ䈭䈒䈫䉅⸘ 㪊 䊱એ⧷⺆䈮ṛ䈚䈢䈖䈫䈏䈅䉍䉁
䈜䈎䋿㩷
䈲䈇㩷 㪆
䈇䈇䈋㩷
㩷
䃂⧷⺆ജ䋺䈅䈭䈢䈱䈱⧷⺆ജ䈮䈧䈇䈩ᰴ䈱ਛ䈎䉌䋱䈧䈮ශ䉕ઃ䈔䈩ਅ䈘䈇䇯㩷
ਛ⚖䊧䊔䊦એ䋭ᣣᏱ↢ᵴ䈱৻⥸⊛䈭ᨩ䉇ኾ㐷⊛䈭ᨩ䈮䈧䈇䈩䈱ળ䈏䈪䈐䋬⻠
⟵䉇ㅍ䈱ᄢᗧ䉕ℂ⸃䈪䈐䉎䇯ᣂ⡞䈭䈬䈱㜞ᐲ䈭ᢥ┨䈏⺒䉄䋬⥄ಽ䈱⠨䈋䉕ᦠ䈒䈖䈫䈏䈪䈐䉎䇯㩷
ਛ⚖䊧䊔䊦䋭ᣣᏱ↢ᵴ䈱৻⥸⊛䈭ᨩ䈮㑐䈜䉎ળ䈏䈪䈐䉎䇯ᣣᏱ↢ᵴ䈱৻⥸⊛䈭ᨩ䈮
㑐䈜䉎ᢥ┨䈏⺒䉄䋬◲න䈭ᢥ┨䉕ᦠ䈒䈖䈫䈏䈪䈐䉎䇯㩷
ೋਛ⚖䊧䊔䊦䋭ᣣᏱ↢ᵴ䈱りㄭ䈭ᨩ䈮䈧䈇䈩䈱ળ䈏䈪䈐䉎䇯ᣣᏱ↢ᵴ䈱りㄭ䈭ᨩ䈮
䈧䈇䈩䈱ᢥ┨䈏⺒䉄䋬◲න䈭ᚻ⚕䉕ᦠ䈒䈖䈫䈏䈪䈐䉎䇯㩷
ೋ⚖䊧䊔䊦䋭ᜦ䉇ੱ䈱⚫䈭䈬䈱◲න䈭ળ䈏䈪䈐䉎䇯◲න䈭ᢥ┨䈏⺒䉄䋬ၮ␆⊛䈭⧷⺆
䉕↪䈇䈩◲න䈭ᢥ┨䉕ᦠ䈒䈖䈫䈏䈪䈐䉎䇯㩷
ၮ␆䊧䊔䊦䋭䉁䉍ᢥฏ䉕↪䈇䈩◲න䈭ᜦ䈏䈪䈐䉎䇯◲න䈭ᢥ䈏⺒䉄䋬⍴䈇ᢥ┨䈱ᄢᗧ䈏
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ℂ⸃䈪䈐䋬ၮ␆⊛䈭⧷⺆䉕↪䈇䈩◲න䈭৻ᢥ䉕ᦠ䈒䈖䈫䈏䈪䈐䉎㩷
㩷
䈖䈱䊗䉺䊮䉕䈜䈫⚳ੌ䈫䈭䉍䉁䈜
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The results of this questionnaire are also available and can
be checked on this address:
http://anlab.miyakyo-u.ac.jp/new/tmp/englishq/answer/
Of course this questionnaire gives us answers about many
questions related to English education in Japan and
precisely about motivation in SLA in Japanese schools.
Unfortunately, we had no time to analyze the results, but I
think it might be a very good research project, if someone
will keep work on it.
c- School visits:
During the teacher training course we had the chance to visit
some elementary schools in Tohoku area (Kawazaki dai school,
Fuzoku Shougakkou, Tomiya school..) So we attended some
English classes and it was a good example for us to compare
between teachers and schools.
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It was a really nice experience to meet Japanese students and
teachers and was wonderful to feel and live the hospitality that
surprised me during the schools visits.
Part 2:
a- Research project:
I had always been interested in motivation, thinking that
motivation is essential for the second language acquisition’s
achievement.
Since I was in Tunisia, I tried to apply some experiences in order
to check how effective is Motivation in changing students English
abilities, and I realized some results but, for me, it was not
enough, for this I was so excited about integrating this subject in
my teacher training course in Japan, and luckily, I found the good
ground to improve my skills and make some points clearer in the
point of finding good results and explanations referring to old
researches and practical items.
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When I first came to Japan, I had no idea about its education
system, and I was curious to answer some important questions
about motivation, for example: Do the teachers use motivation as
a teaching technique? What kind of motivational activities do
they have? What kind of teaching material do they use? How
successful is English education system in Japan? How different
from the Tunisian one is it? And much more questions.
So, to get answers to these questions, I started by reading some
researches made by Japanese Education specialists.
What I noticed after visiting some Japanese schools is that, in
Japan, they give a lot of attention to motivation, and I really felt
that inside the classrooms, and what I also noticed is a variety of
teaching techniques and material:
-Team teaching:
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It was surprising to see the nice synchronization between
teachers presenting the same lesson, especially as I had attended
some model lessons in Tunisia applying the team teaching, but it
was so clear that teachers had difficulties to organize lesson parts
between each other.In Japan I didn’t feel any misunderstanding
between the teachers. This technique is smoothly applied in
Japanese English classes and we see a cheerful means of sharing
between ALT teachers, who are mostly native English speakers,
and the main class teacher, who is usually Japanese.
-Games:
In Tunisia we have a very popular proverb saying “teach the kids
while they are playing”. That way they don’t feel bored, and that’s
maybe the most motivating activity for kids.
But the point is that it’s not easy to adopt games to the
curriculum and sometimes the teacher needs to be creative in
order to invent his/her own educational games which is badly
demanded nowadays. This is especially true as old games are
not anymore suitable to the kids mental abilities that are
changing from a generation to another, and nobody can deny that
we are in front of the technology’s revolution children, which
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make us as teachers think about switching our brains and
thinking I.C.T.
-Arts:
I loved the idea of some teachers integrating artistic activities
when teaching English as music or drawing or acting. I felt that
the students were excited, and the motivation degree was
extremely high.
-Pair work and group work:
I think it is important to make the students work in a comfortable
atmosphere, especially by having a good relationship not only
with their teacher but also with each other. I noticed that pair
work and the team work were the best exercise to practice the
English speaking and to improve the listening skills. Especially
when the teacher takes a part of the activity and participates in
the conversation.
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-Visual support:
Some teachers might not take much care about the visual
support of the lesson, but in Japan, they give an impressive care
to the colors, the size, and the shape.
And this kind of lesson plan’s preparation might take a lot of time
and concentration, and exactly here I need to mention how
motivated English teachers in Japan are.
Motivated teacher, “only” is able to motivate a non-motivated
student.
b- Results:
- English education in Japan is improving and the idea
of employing native speakers to teach English is a
very good idea, because it helps Japanese students,
first to learn the right pronunciation of English
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words. Secondly, it gives students the opportunity to
think about the international benefits of learning
English, and they experience communicating with
foreigners and learn about foreign cultures.
- Japanese teachers are collaborating to produce the
best lesson plan for the students, that show a real
team work system in the Japanese education field. I
think it is a good integration inside the society and
gives a good training and example for the Japanese
student to follow.
- The English curriculum used in Japanese schools is
simple, varied and graduated which make the
learning process follow a well-studied progression
and provide pressure and student’s confusion.
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- The teaching material is so simple and adaptable to
any different country, which helps to share
knowledge and exchange ideas with schools from
overseas.
The previous points were good points, but that
doesn’t deny some unclear points that I noticed
during my studies about English education in Japan,
some of these points are “technical”, some are “social”
and some are “individual”.
- The technical problems that I observed are specially
related to the teachers: some of them are themselves
uncomfortable with English language; they have a
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difficulty in communicating in English inside the
class.
- In the six or seven English classes that I visited no
homework was given to the students at the end of the
class and that made me feel that this subject was not
taken seriously.
- The lesson plan was the same used by all teachers
including activities and games. (And it is the one
presented in the teacher guide book).
-There are social points, for example, the nature of
Japanese culture which prohibits specially for children to
communicate with foreigners (when we visited Fuzoku
kindergarten, some kids were crying and some of them
used the Japanese expression “iyada”).
- Most of Japanese parents don’t want to speak English at
home; they don’t watch English channels, so the child
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outside of school has no source of improvement of the
vocabulary he acquired inside the class.
-The individual points are related to the Japanese pupils’
psychology: they are very shy, afraid of making a mistake,
and also conservative. These reasons and other makes
the SLA in Japan a very hard mission to achieve, and
makes the main question of any outside observer: “why?
Why is it that after fourteen years of studying English at
school, the Japanese students are still unable to
communicate in English?
c- Suggestions:
To start, I should mention that am not a real
researcher in the field of education, I have no
publications or books, but I believe that the experience
is the best school for any human being. During some
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years of teaching and many training courses abroad I
became somehow able to see the situation from an
objective side. I see that many solutions could be
available to overcome some of the difficulties existing
in English education in Japan since it worked in many
other countries and with different students ages,
languages and societies.
I have to mention that the
suggestions I will give are just some examples, but of
course they may be true or not, only the trial practice
will prove it!
These suggestions will be related to three items:
1-Student -2- Teacher -3- Curriculum.
1- Suggestions related to the student:
- I think the students should not only count on what
they study at class but they should try to improve
their skills by doing practice at home (watching
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English T.V; applying the mirror conversation; do
some writings in English).
- They should also train themselves to not to be too shy
(that can be realized through clubs activities; public
speaking).
- Every English student should have a “future English
level” to attend and work hard to reach his/her
purpose.
2- Suggestions related to the teacher:
The only thing I can suggest is about teacher’s
creativity, which is extremely important according to
the new researches on the field of education. The
teacher is the best person to know his class’s conditions
and his students’ abilities. That’s how he can construct
his/her lesson plan in a way to be suitable to the
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teaching environment, especially the student’s
abilities.
And of course it is not easy to be creative.In Canada,
France and Tunisia, every summer the teachers have a
training course (known by the name of summer school).
During that course they get trained about how to
invent games, songs, pieces of theatre and more. Every
teacher who participates in this training course
becomes independent of the guide books, and able to
make his own personal unique lesson plan with very
creative ideas and activities.
In this point I can give
you an example that I applied myself in a Tunisian
elementary school:
In the grade six English curriculum, there is a lesson
about teaching animals. What I did was using
Japanese Origami (which is a new experience for
Tunisian kids) I made some animals and shared with
my students folding a frog which is easy and doesn’t
− 129 −
take time and we decorated our zoo by learning all the
animals names at the same time. That was a very
successful lesson and even the evaluation was high!!
3- Suggestions related to the curriculum:
I saw the elementary school’s English guide book.
I
noticed that some lessons are not related to each
other.The second thing is that the activities are the same,
and I think that might be a little bit boring not only for
the student, but also the teacher. The English curriculum
formally used in Tunisia had same problem. But the idea
was to be opened more for other countries way of teaching
English, to study their curriculums and to adopt some
new ideas, and to rework on the lessons order.
Part 3:
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Conclusion:
My experience in Japan was very constructive for me. I hope
teachers from all over the world will participate in these
kinds of programs to transmit to the whole world the
qualities of this great population. Once again thank you,
Japan!!
Raja Ben Othmen, Tunisia
− 131 −
⧷⺆ᢎ⢒⻠ᐳ㧦㋈ᧁ ᷤ
ᐔᚑ 22 ᐕᐲߩᢎຬ⎇ୃ⇐ቇ↢ߩ Raja B. Othman ߐࠎߦߪޔ㧞ߟߩࡊࡠࠫࠚࠢ࠻ߦෳട
ߒߡߚߛߚޕ㧝ߟ⋡ߪޟޔᣣᧄੱᄢቇ↢ߩ⧷⺆ቇ⠌ߦኻߔࠆേᯏߠߌߢ࠻ࠢࠚࠫࡠࡊޠ
ࠆ㧔⽿છ⠪㧦᧼၂ାᢎޔදജ⠪㧦⮮િಎᢎޔAdrian Leis ⻠Ꮷޔ㋈ᧁᷤ㧧ෳട
⠪㧦 Techy Aleman ߐࠎޔArif Hossain Laskar ߐࠎޔદ⮮⟤ߐࠎޔᄤ㊁ߐ߅ࠅߐࠎ᧻ޔ
㊁♿ߐࠎ㧕
ޔߪ࠻ࠢࠚࠫࡠࡊᧄޕᢥㇱ⑼ቇ⋭․⚻⾌᧲ޟർߩၞㆮ↥ࠍᵴ↪ߒߚၞ
ߣ⇇ࠍ⚿߱ᜬ⛯⊒ዷᢎ⢒ߩផㅴߩ࠻ࠢࠚࠫࡠࡊޠᡰេࠍฃߌߡⴕࠊࠇᧄޔቇߩቇ↢⚂ 600
ੱࠍኻ⽎ߣߒߚᄢⷙᮨ⺞ᩏߢࠆޕRaja B. Othman ߐࠎߦߪޔേᯏ㧔motivation㧕ߦ߅ߌ
ࠆ╙ੑ⸒⺆⠌ᓧ⎇ⓥߩㄭᐕߩേะࠍ߹ߣߡߚߛߚߩ࠻ࠢࠚࠫࡠࡊᧄޕᚑᨐߪ᧲ޡޔർ
⧷⺆ᢎ⢒ቇળ♿ⷐ ╙ 31 ภޢ߮ޡችၔᢎ⢒ᄢቇ࿖㓙ℂ⸃ᢎ⢒⎇ⓥࡦ࠲ᐕႎ ╙ 6 ภޢ
ߩ㧞ߟߩ㔀ߦឝタߐࠇࠆ੍ቯߢࠆޕRaja B. Othman ߐࠎߩ⽸₂ߥߊߒߡࠢࠚࠫࡠࡊޔ
࠻ࠍṖߦㅴࠆߎߣߪߢ߈ߥ߆ߞߚߣᕁ߁ޕᡷߡᗵ⻢↳ߒߍߚޕ
㧞ߟ⋡ߩࡊࡠࠫࠚࠢ࠻ߪ╙ޟޔੑ⸒⺆⠌ᓧ⎇ⓥ㐷ࡒ࠽ࠆߢޠ㧔⽿છ⠪㧦᧼၂ା
ᢎޔAdrian Leis ⻠Ꮷޔ㋈ᧁᷤ㧕ޔߪ࠽ࡒߩߎޕᄢቇ㒮↢ࠍኻ⽎ߣߒޔㄭᐕߑ߹ߒ
⊒ዷࠍㆀߍߡࠆ╙ੑ⸒⺆⠌ᓧ⎇ⓥߩⷐࠍℂ⸃ߔࠆߎߣࠍ⋡⊛ߣߒߡޔᲤᐕⴕࠊࠇߡ
ࠆޕᐕᐲߪޔEllis, R. (2008). The study of second language acquisition (2nd ed.).
Oxford University Press.ߣޔOrtega, L. (2009). Understanding second language
acquisition. Hodder Education ߩ 2 ౠࠍベ⺒ߒߚޕRaja B. Othman ߐࠎߦߪޔᐕ㦂߇╙
ੑ⸒⺆⠌ᓧߦ߷ߔᓇ㗀ޔੱᏅ߇⸒⺆⠌ᓧߦ߷ߔᓇ㗀ߥߤߩ┨ࠍᜂᒰߒߡߚߛߚޕ
Raja B. Othman ߐࠎߪޔᜂᒰߒߚ┨ߩߺߥࠄߕޔ߽ߡ߅ߦ⊒ߩ┨ߩઁޔᓐᅚߩࡑ࡞࠴
ࡦࠟ࡞ߣߒߡߩ⚻㛎߿ᗧࠍ߃ޔᏱߦ࠺ࠖࠬࠞ࠶࡚ࠪࡦࠍ࠼ߒߡߊࠇߚޕᓐᅚߩ
߅߆ߍߢ߽ߡߣޔᵴ⊒ߥࡒ࠽ߦߥߞߚߣᕁ߁ߡߒ⸥ߦߎߎޕᗵ⻢ࠍ↳ߒߍߚޕ
Raja B. Othman ߐࠎߪ⺆⧷ޔቇ⠌ߩേᯏߣ߁ࡑࠗࠢࡠࡌ࡞ߛߌߢߪߥߊޔᣣᧄߩᢎ
⢒ⴕޔࡓࡘࠠࠞޔᣣᧄߣ࠴ࡘ࠾ࠫࠕߩᲧセᢎ⢒ߥߤߩࡑࠢࡠࡌ࡞ߦ߽ᒝ㑐ᔃ߇
ࠆޕᓟ߽ᣣᧄ╬ߩᄢቇ㒮ߦㅴቇߒޔቇ⠌⎇ⓥߔࠆߎߣࠍᦸࠎߢࠆޕᓟߩᵴべࠍ
㒶ߥ߇ࠄᔕេߒߚޕ
ᦨᓟߦߥࠆ߇ޔRaja B. Othman ߐࠎ߇ᢎຬ⎇ୃ⇐ቇ↢ࡊࡠࠣࡓႎ๔ᦠࠍḰߒߡࠆ
ߣ߈ߦߪߢࠕࠫ࠾ࡘ࠴ޔ࿖᳃ߩᄢⷙᮨ᛫⼏࠺ࡕ߇ߎࠅޔᄢ⛔㗔߇ࠨ࠙ࠫࠕࡆࠕ߳ߣ
ߒߚޕRaja B. Othman ߐࠎߩᔃഭߪ߆߫߆ࠅߩ߽ߩߛߞߚࠈ߁߆ޕᗐߦ㔍ߊߥޕ
ߘߩࠃ߁ߥਛޔႎ๔ᦠࠍቢᚑߐߖߚᓐᅚߦߪ㗡߇ਅ߇ࠆᕁߢࠆޕ
ޟችၔᢎ⢒ᄢቇߦᚯߞ
ߡ߈ߚ ࠆࠇߊߡߞ⸒ߣޠRaja B. Othman ߐࠎߦౣળߔࠆᣣࠍᔃᓙߜߦߒߡࠆޕ
− 132 −
ችၔᢎ⢒ᄢቇ㩷 ᢎຬ⎇ୃႎ๔ᦠ
ઍᣣᧄ䈱ఝ䉏䈢ᢎ⢒⠪㪄ᢪ⮮༑ඳ䇮ะጊᵗ৻㪄䈱㩷
ᢎ⢒ታ〣䈮ኻ䈚䈩㩷
᳁㩷 㩷 㩷 ฬ
䊡䊮㩷 䉸䊷䊍䊢䊮㩷
࿖㩷 㩷 㩷 ☋㩷
㖧࿖㩷
⎇ୃᦼ㑆㩷
㪉㪇㪈㪇ᐕ㪋䌾㪉㪇㪈㪈ᐕ㪊㩷
ᜰዉᢎ
ᧄ㑆ା㩷
䈲 䈛 䉄 䈮
৻㧚ᢪ⮮༑ඳ ቇᩞᢎ⢒ߩਛߢ߽ߣߞ߽ޔᩭᔃ⊛ߥ߽ߩߪᬺߛ
ߣᕁࠊࠇࠆޕහޔቇᩞᢎ⢒ࠍㅢߓߡޔሶߤ߽ߚߜߩ
⍮⊛ޔᖱᗧ⊛ߥᚑ㐳ߦᓎߦ┙ߟߚߦߪޔᲤᣣⴕࠊ
ࠇࠆᬺࠍ߆ߦలታߒߚᤨ㑆ߦߔࠆߩ߆߇߆ߥ
ߦߥࠆᧄޕⓂߢߪߚࠇߋߔࠅࠃޔᬺޔᢎ⢒ߩߚ
ߦᣣᧄߢᵴべߒߡ߈ߚᢎ⢒⠪ߩਛޔᢪ⮮༑ඳޔะጊ
ᵗ৻ߩੑੱߩታ〣ࠍㅢߓߡޔሶߤ߽ߩน⢻ᕈࠍ߽ߞ
ߣ↢߆ߖࠆቇᩞᢎ⢒ߩࠅᣇࠍ⠨߃ߥ߅ߔᯏળࠍᜬ
ߣ߁ߣߒߚޕ
ŶƢǂƯƷ܇ƲNjƴӧᏡࣱƕƋǔŵ
ࠖƸಅưѨǛƢǂƖƩŵŶ
㧝 ጁᱧ
ᢪ⮮༑ඳߪᐕ߆ࠄ߶߷ᐕ㑆ዊਛቇᩞߩᢎ
Ꮷޔዊቇᩞߩᩞ㐳ߣߒߡᵴべߒߚ߇ޔߦ․ޔᩞ㐳ߣ
ߒߡߩᢎ⢒ታ〣⚿ߩߘߚ߹ޔታߢࠆፉዊߢߩߔ߫
ࠄߒᬺ⎇ⓥޔቇᩞ⚻༡ߢࠃߊ⍮ࠄࠇߡߡޔᢎ
⢒ࠍ⧓ⴚߩႺ߹ߢߍߚߣ⸒ࠊࠇࠆޔߚ߹ޕะጊ
ᵗ৻ߪᐕ߆ࠄᐕ߹ߢዊቇᩞߩᢎ⻀ߣߒߡⴕ
ߞߚߐ߹ߑ߹ߥታ〣ࠍ߽ߣߦޔߪ6155
6GCEJ
GT̉U1TICPK\CVKQPQH5MKNN5JCTKPIޔએਅ6155
ߣ߁ᢎᏧߚߜߩ⎇ⓥ࿅ࠍߚߜߍߡߔߋࠇߚ
ᬺᛛⴚޔ⣨ࠍߍࠆᣇᴺࠍߔࠆߣ߁⿰ᣦߢᵴ
べߒߡࠆޕ6155ߩਥߩࡒ࠽ߪ⑼⋡ߦᲤᐕ
࿁એᣣᧄో࿖ߢ߭ࠄ߆ࠇࠆ߽ߣߞ߽ޕᄢ߈ⷙ
ᮨߩࠨࡑࡒ࠽ߥߤߢߪ߶߷ੱߩᢎᏧ߇ᣣ
ᧄో࿖߆ࠄ⥄⾌ߢ㓸߹ࠆ⥰ߩߘޕบߢߪޔฦᢎ⑼ߩ
ᮨᡆᬺߣ⻠⟵․ޔߚ߹ޔᡰេࡇࡦࠦ࠼࠙ࠢޔ
ࡘ࠹ࠖࡦࠣࠍᵴ↪ߒߚᢎ⢒ᵴേߥߤߩᦨవ┵ߩᢎ⢒
⺰ὐߦኻߔࠆታ〣ႎ๔ߥߤ߇߅ߎߥࠊࠇࠆޕ
− 133 −
ᐕ
ᴦᐕᣣ⟲㚍⋵ᵄ↢߹ࠇޕ
ᐕ
ᤘᐕ⟲㚍Ꮷ▸ᄢቇත
ᐕ
ᤘᐕᵄ₹Ᏹ㜞╬ዊቇᩞޔ
⦼ᩮ࿖᳃ቇᩞ
ዊቇᩞ
ᐕ
ᤘᐕᵄቇᩞᢎຬ⚵วᏱോℂ
ᐕ
ᤘᐕ⋵ᢎ⚵ᵄᡰㇱੱᆔຬ㐳ޔ
⋵ᢎ⚵Ᏹછၫⴕᆔຬ
ᢥൻㇱ㐳
ᐕ
ᤘᐕᵄፉ
ፉዊቇᩞ㐳 㧙ᐕ ፉዊ⎇ⓥႎ๔╙৻㓸ࠍߔᢎ⢒⑼
ቇ⎇ⓥో࿖ㅪ⛊ද⼏ળᆔຬ㔀ޡᢎ⢒✬ޢ㓸ᆔ
ຬ
㧙ᐕ ߮߆ߌߩਛߦว໒ࠍߣࠅࠇߚ
ᣂߒතᬺᑼ
㧙ᐕ ⋵ᢎ⢒⎇ⓥᚲߦଐ㗬ߒ▚ޔᢙޔ࿖
⺆ߩᮡḰቇജ࠹ࠬ࠻ࠍฃߌࠆ
▚ᢙߪᄢㇺᏒߩ
᳓Ḱࠍߪࠆ߆ߦߒޔ࿖⺆ߪਛㇺᏒਗߺߩᚑ❣
╙ਃ࿁ፉዊ㐿⎇ⓥળ
࠹ࡑ㧦ፉዊᢎ⢒ߩ✚
วᬌ⸛ෳട⠪ᢙฬ
㧙ᐕ ╙྾࿁ፉዊ㐿⎇ⓥળ
࠹ࡑ㧦ᢎ
⢒ߦ߅ߌࠆᛛⴚߣṶߩഃㅧෳട⠪ᢙฬ
߇ᬺ߽߁߹ߊߢ߈ߥߊޔቇ⚖߽⨹ࠇߡߒ߹ߞߚᤨ
߽ࠃߊࠄࠇࠆޕ
ߘߩቇ⚖ߪ⚿ዪ߽ࠄ߆ߜߚⷫޔᔃ㈩ߩჿ߇ߡ᧪ࠆ
ࠃ߁ߦߥߞߡߒ߹߁߇ޔቇᩞߩߺࠎߥ߇↰ߐࠎࠍബ
߹ߒߚޕಽᩞ߆ࠄ߽ߐࠎ߽ᴰߐࠎ߽ޔᰴߟ߉ߣⴕ
ߞߡߣޠߥߺߡߒޔߥߺߡߒ߁ߎޟᢎ߃ߚࠅߒߚޕ
ዊፉߐࠎߪޔหߓቇᐕࠍᜬߞߡߚߩߢ․ߦ࿁߽ⴕ
ߞߚߩߘޕᓟߩߘޔቇ⚖ߪ┙ߜ⋥ߞߡῳᲣෳⷰᣣߩߣ
߈Უⷫߚߜ߆ࠄ߽༑߮ߩჿ߇ߢߚܤޕ
㧙ᐕ ╙࿁ፉዊ㐿⎇ⓥળ
࠹ࡑ㧦
ᬺߩේೣෳട⠪ᢙฬ
㧙ᐕ ╙৾࿁ፉዊ㐿⎇ⓥળ
࠹ࡑ㧦ቇ
ᩞᢎ⢒ߩน⢻ᕈߣ㒢⇇ᕈෳട⠪ᢙฬ
㧙ᐕ ╙࿁ፉዊ㐿⎇ⓥળ
࠹ࡑ㧦ᢎ
᧚ߩ⸃㉼ߣዷ㐿ෳട⠪ᢙฬ
ᐕ
ᤘᐕႺ↸᧲ዊቇᩞ㐳
ᐕ
ᤘᐕ߆ࠄᐕ
ᤘᐕႺዊቇ
ᩞㅌ⡯ᓟޔ࿖┙ችၔᢎ⢒ᄢቇᢎޔ࿖┙ጟጊ
ᄢቇ㕖Ᏹൕ⻠Ꮷޔ࿖┙ጊᄢቇ㕖Ᏹൕ⻠Ꮷޔ
ㇺ⇐ᢥ⑼ᄢቇ㕖Ᏹൕ⻠Ꮷߥߤܤޕ
㧞 ፉዊߩታ〣⎇ⓥ
㧝ᩞ㐳ߣߒߡߩቇᩞ⚻༡
ᢪ⮮༑ඳ߇છߔࠆᐕᒰᤨߩፉዊߪޔᣣᧄߩ
ᾢᧄ⋵ߣၯ₹⋵ߩ⋵Ⴚߩߩቇᩞߢޔᩞ㐳ߚߜ߇
છߐࠇߡⴕ߈ߚߊߥߣߎࠈߛߞߚޔߢࠇߘޕ
ᐕޔᐕߩᦨૐߩᦼ㑆߇⚳ࠊࠆߣߔߋ߶߆ߩቇᩞߦ
⒖ߞߡߞߡޔቇᩞߩㆇ༡ߦ߅ߡ㐳ᦼ⊛ߥ⸘↹߿
੍▚ߩ✬ᚑߥߤ߇ߢ߈ߥ⁁ᘒߢ㐳㑆ޔ⟎ߐࠇ
ߡߚ߆ࠄޔቇᩞߩᣉ⸳߽⠧ߢޔᴉṛߒߡߚޕ
ᢎᏧߚߜߩ߿ࠆ᳇߽ߥߊߡޔᆎᬺߩ㏹߇㡆ߞߡ߽ߥ
߆ߥ߆ᢎቶ߳ⴕ߆ߥޔᬺਛޔੱ߇߿ߞߡ߈ߚ
ࠄᬺࠍ߿ߡޔ㊄ࠍߪࠄߞߚࠅޔຠ‛ࠍㆬࠎߛࠅ
ߒߚߣឬ౮ߐࠇߡࠆߥ߁ࠃߩߎޔߡߒߘޕቇᩞߦ
᳃ߚߜ߽ፉዊߩᢎᏧߚߜߪቇജ߽ޔታജ߽ߥߊߡ
ߛߛߣਇḩߦḩߜߡߚޕ
߹ߚፉዊߩᬺ⎇ⓥߪޔ㐿⎇ⓥળ߿ኋᴱ⎇ⓥળޔ
৻࿁ߩῳᲣෳⷰᣣߥߤߩᄢ߈ߥⴕࠍㅢߒߡ߽Ⓧ
ᭂ⊛ߦⴕࠊࠇߚ߇ޔᣣ㗃ߦ߽⡯ຬቶߩޟἫ㋬ߩ┵ޠ
ߦ㓸߹ߞߡ߃⛘ޔ㑆ߥߊ⛯ߚܤޔܤޕ
᥉ㅢޔᣣᧄߢ߽ޔ㖧࿖ߢ߽ઁߩᢎᏧߩᬺࠍࠆ
ᤨߦߪޔᬺߦ㇎㝷ߦߥࠄߥࠃ߁ߦ㕒߆ߦෳⷰߔ
ࠆߩ߇ᘠߦߥߞߡࠆޔߒ߆ߒޕፉዊߢߪߎࠇ߇
㆑߁ޕᩞ㐳ࠍߪߓߩઁޔᢎᏧߚߜ߽ᤨޘᬺ⠪ߩ
ᄌࠊࠅߦᬺߩਛߦࠆ႐㕙߇ࠃߊࠄࠇࠆޕᮮญ
ᬺޔᬺߣࠃ߫ࠇࠆߎߩࠃ߁ߥᬺ⎇ⓥߪፉ
ዊߩ㐿⊛ߥ⎇ⓥᢥൻࠍઍߔࠆࠃ߁ߦ߽ᕁࠊࠇࠆޕ
ࠆ߇ߥߟߦ᧪ᧂޡቇജߥ߁ࠃߩߎࠄ߆ޢ㔓࿐᳇߇ࠃ
ߊવࠊࠇࠆࠍ⚫ߔࠆޕ
Ṛᴛᰴᐕ
ᤘߦፉዊߦછߒߡ߈ߡᧄᩞ
ߩ㧞ᐕ↢ࠍᜂછߒ⎇ޔⓥᬺࠍⴕߞߚޕᬺߢߪ߽ޔ
ߩߩ㐳ߐࠍ᷹ࠆߦߪන߇ᔅⷐߢࠆߣ߁ߎߣࠍᢎ
߃ࠆߎߣࠍߨࠄߣߒߚޕሶߤ߽߇ࠈࠈߥౕࠍ
ߞߡ߽ߩߩ㐳ߐࠍ᷹ࠅ⚿ߩߘޔᨐߪ߆ࠆౕࠍߞ
ߡ߽ߩߩ㐳ߐࠍߊࠄߴࠆߎߣ߇ߢ߈ߥߎߣߦ᳇ߠߊ
ߣ߁ࠃ߁ߥዷ㐿ࠍṚᴛߪᕁឬߡߚޔߒ߆ߒޕ
ሶߤ߽ߪ⥄ಽߩ⊒ࠍ⚳߃ࠆߣ㓸ਛജࠍᄬޔᗧ⼂ࠍ
ᢔẂߦߒߡߞߚޕ
ޔᤨߩߘޟᓟࠈߦ┙ߞߡߚ⦁ᚭߐࠎ߇ߚߟࠊߑޔ
ᢎቶߩⓨ᳇ࠍೝߔࠃ߁ߦޔᕆߦሶଏߚߜߦ⾰ࠍᶎ߮
ߖ߹ߒߚ߹ޕߣߞࠂߜޔ߃ߨޡޕᓆߜ߾ࠎߪߨޕ㤥᧼
ᶖߒߢ㤥᧼ࠍ᷹ߞߚࠄචੑߣඨಽߛࠂߒߢߚߞߣޔ
߁ޢሶଏߚߜߪ߮ߞߊࠅߒߚࠃ߁ߦ⦁ᚭߐࠎߩ㗻ࠍߺ
ߟߡޔߨߤߌߛޡޕߚߒ߹߃╵ߣޢ߁ߘޡޔᓆߜ߾
ࠎߪߎ߁߿ߞߡ᷹ߞߡ߹ߒߚࠃ⦁ޢᚭߐࠎߪ߁ߎޔ
ߞߡ㤥᧼ᶖߒࠍᜬߜޔ⢛㕙㤥᧼ࠍ᷹ቯߒߪߓ߹ߒ
ߚޕᓆߩ߿ߞߚᣇᴺࠍ߹ߨߡߦࠣࠩࠣࠫޔਇ⊛⏕ߦ㤥
᧼ᶖߒࠍേ߆ߒ߹ߒߚޔߦߣࠎ߶ߢࠇߎߥࠎߺޔߨޡޕ
ߎߎߩ㐳ߐ߇㤥᧼ᶖߒߢචੑߣඨಽࠆߣᕁ߁ܤޠޢ
ߎߩਛߢޔᢪ⮮༑ඳߩ̈ቇᩞߠߊࠅ̉ߪᢎᏧߚߜ
߳ߩା㗬߆ࠄߪߓ߹ࠆޕᢎᏧߚߜ߇⥄ಽߩߦ
ࠅࠍᜬߚߖࠆߚ⡯ຬቶߩᢛߥߤߩ‛ℂ⊛ߥᡰេ
߆ࠄ㔀ᄙߥⷙೣࠍᨐᢓߦᢛℂߒߡޔᢎᏧߚߜ߇ᧄ᧪
ߩߦ㓸ਛߢ߈ࠆࠃ߁ߥⅣႺࠍߞߚޔߚ߹ޕቇ
ᩞౝߩ⡯ຬߩࠄ⥄߇߽ࠇߛޔ⢻ജࠍ⊒ើߒߡഃㅧ⊛
ߥ⎇ⓥታ〣߇ߢ߈ࠆࠃ߁ߦ㈩ᘦߒߚޕᐕ㈩ߩᢎᏧߚ
⦁ᚭߦ⛯ߡᢪ⮮ߪߦࠄߐޔᄢߍߐߦࠫࠣࠩࠣߦ᷹
ߜ߽⧯ᢎᏧߚߜ߽৻✜ߦᚑ㐳ߒߡߌࠆࠃ߁ߥ㔓
ቯߒߥ߇ࠄ࠴࡚ࠢߢߘߩᓟࠍᦠ߈ㄟࠎߢ߈ޔሶߤ
࿐᳇ࠍࠆߚޔ⡯ຬળ⼏ߢߩౕ⊛ߥ႐㕙ޔ
߽ߪ㓸ਛࠍขࠅᚯߒߚߩߛߞߚޕᬺࠍෳⷰߒߡߚ
ߩಣℂ߿ㆇ༡ߦ߅ߌࠆੱⴕߩޘേ⼏ࠍߤߥ⸒⊒ޔ
ᢎᏧ߇ሶଏߦⓍᭂ⊛ߦ߆߆ࠊࠅߪߦᤨޔᬺ⠪ߩઍℂ
ߦߒߚࠅߔࠆߎߩࠃ߁ߥᒻߩᬺߪᮮญᬺޔ
㗴ߦߒߚ⚿ߩߘޕᨐߒߦ⋥₸ߢߥࠎߺޔว߃ࠆ႐
ᬺ߁ߣޔᬺ⎇ⓥߩ৻ߟߩᣇᴺߢፉዊߩ․ᓽߩ৻ߟ
㕙߇ߊߟ߽ߚޔߚ߹ޕBᩞ㐳B߿Bవ↢Bߩ⒓߽
ߦߥߞߡߊܤޕ
ߥࠆߴߊ⋭⇛ߔࠆߥߤ৻ಾߩᒻᑼ⊛ߥᮭᆭࠍឃ㒰ߒ
ߡߢࠈߎߣߩߡߴߔޔ㐿⊛ߢޔࠆ⡯႐㔓࿐᳇
ࠍࠆߚᎿᄦߔࠆޕ
㧞㧕ᬺ⎇ⓥ න⚐ൻߣᣇะᕈ
ߘߒߡޔፉዊߩᢎᏧߚߜߪᬺߦኻߒߡߦቇ
߮ว⎇ޔ㐭ߔࠆࠃ߁ߦߥߞߡߊߥ߁ࠃߩߎޕ㔓
࿐᳇ߪޔᄢቇතᬺᓟޔછߒߡ᧪ߚፉዊߩ⧯ᢎᏧ ᢪ⮮༑ඳߪᢎᏧ߇৻ᣇ⊛ߦሶߤ߽ߚߜࠍᛥߔࠆ
− 134 −
ᒻߩᛒ߿ߥ߁ࠃߩߘޔᬺߦኻߒߡߪ߽ߜࠈࠎޔ
ሶߤ߽ࠍᄢߦߒޔሶߤ߽ߚߜ߆ࠄ߽ᅢ߆ࠇࠆ߽ߩ
ߩޔቇ⠌ߦࠃߞߡㅊ᳞ߩᰳߌߚᬺุ߽ቯߔࠆߔޕ
ߥࠊߜޔᬺߣߪޔᢎ᧚ࠍኻ⽎ߦߒޔᇦߦߒߥ߇
ࠄޔᢎᏧ߇ߊ߹ߢ߽ᬺዷ㐿ߩਥߦߥߞߡޔᢎ
Ꮷߣሶߤ߽ޔሶߤ߽ߣሶߤ߽߇෩ߒߊⴣ⓭ߒߩߘޔ
ߥ߆߆ࠄߟ߉ߟ߉ߣᣂߒ߽ߩࠍ⊒ߒޔቇ⚖ో
߿ੱࠍᄌ㕟ߒߡߊࠃ߁ߥ߽ߩߢߥߌࠇ߫ߥࠄߥ
ߣ߁ߎߣߛߦ߁ࠃߩߎޔߡߒߘޕᬺ߇ߘߩᜬ
ߟᯏ⢻ࠍ⊒ើߒߡߊߚߦޔᬺ߇⏕ߥᣇะᕈ
ࠍᜬߜߚ߹ޔන⚐ൻߐࠇߡߥߌࠇ߫ߥࠄߥߣห
᳁ߪᒝ⺞ߔࠆޟޕᬺߩዷ㐿ޔߢޠᐕߩℂ⑼ߩᢎ
᧚ߩ߁ߣޠߛࠎߪޟනరߩ߇ߍࠄࠇߡࠆޕ
⪺⠪߇ߍߚᢎ⑼ᦠߢ㊀ⷐߥㇱಽߪએਅߩࠃ߁ߛޕ
ᢪ⮮༑ඳߪᬺ᩺ߣߪᬺዷ㐿ߩ㕍౮⌀ߦߚࠆ
߽ߩߢޔዷ㐿ߩਥ⠪ߢࠆᢎᏧߩ߱߈߿ሶߤ߽
ߩჿޔሶߤ߽ߩ⸃㉼ߥߤ߇↢߈↢߈ߣേߡࠆ߽
ߩߢߥߌࠇ߫ߥࠄߥߣ⸒߁╙ޔߚߩߘޕਃ⠪ߦ
߽⸃㉼ߢ߈ߡߦࠄߐޔᬺ᩺ࠍߡߺߕ߆ࠄ߇ᬺ
ࠍߒߡߺߚߣ߁ᗧ᰼ࠍ߽឵᳇ߐߖࠆࠃ߁ߥ߽ߩ
߶ߤࠃᬺ᩺ߢࠆߎߣࠍᒝ⺞ߔࠆޕ
ߐߡޔᬺ᩺ߩᒻᑼߪੱ߿ቇᩞߦࠃߞߡ߹ߐޔ
ߑ߹ߥ߽ߩ߇ߞߡࠃߎߣߢߣࠄࠊࠇߡߥޕએ
ਅߪᤘᐕޔߜࠊߥߔޔᢪ⮮᳁߇ፉዊߦછߒߡ
߆ࠄᐕ⋡ߩᬺ᩺ߩᒻᑼߣ⸃㉼ߛޕ
ᜰዉ᩺ᒻᑼ 㧙ፉዊޔᤘᐕ ታ㛎 ++ ࠆߟ߷ߩ߰ߚߦߩߛࠎߪޔߕߔޔࠅ߹ߥޔዊߐ
ߥ߆ߚ߹ࠅࠍߩߖߡᾲߒࠆߌߣߦ߈ߐ⇟৻߇ࠇߤޔ
߆ޕ߁ࠃߺߡߴࠄߒޔ
ዷ㐿ߩᩭ
ߔߕ߿ߥ߹ࠅߩߣߌࠆ᷷ᐲࠃࠅ߽ߣߩߛࠎߪޔ
ߌࠆ᷷ᐲߩ߶߁߇ૐߎߣ߇ࠊ߆ࠅ߹ߔޕว㊄ߦߥ
ࠆߣߩߤߩߣ߽ޔ㊄ዻߣ߽ߜ߇ߞߚᕈ⾰ߩ߽ߩߦߥ
ࠅ߹ߔޕ
ߎ߁߁ᢎ᧚ߩᬺߢ̈ޔㅊ᳞̉߇ߥߢߠߛࠎߪޔ
ߊࠅߩታ㛎ࠍဳㅢࠅߦߛࠎߪޔߡߗ߹ࠍࠅ߹ߥߣߕߔޔ
ࠍߟߊࠅߥߣߎࠆߺߡߖߐࠍߌߠߛࠎߪߡߞࠍࠇߘޔ
ࠄᬺߪ㕙⊛ߦᵹߒߡߒ߹߁ࠅ߹ߥߣߕߔߣߛࠎߪޕ
ࠍࠆߟ߷ߩߦߩߖߡߣ߆ߔ႐ว߽ޔᒻᑼ⊛ߥታ㛎ߛߌ
ߢ⚳ࠊࠄߖߡߒ߹߁ߩߎޔߒ߆ߒޕᢎ᧚߆ࠄߩᬺߩᣇ
ะߪߥߪߢߣߎࠆߺߡߞࠍࠇߘߛߚ߿ࠅߊߠߛࠎߪޔ
ߊޔ㊄ዻߩᕈ⾰ࠍᢎ߃ࠆߎߣߢࠆߦߚߩߘޕᬺߩ
ࠅᣇߦኻߔࠆឭ߽᩺ߟߠߊޕ
ߢ߈߇ߞߚߪࠎߛߩ߶߆ߦޔߩߔߕߣߥ߹ࠅࠍห
ߓࠆߟ߷ߩਛߦࠇ৻߁߽ޔᐲߣ߆ߒߡߺࠆߪߣࠆߔޕ
ࠎߛߪⲢߣߞ߽߽ࠅࠃࠅ߹ߥߣߕߔޔὐ߇ૐߊߥࠆߘޕ
ߩߎߣߦࠃߞߡሶߤ߽ߚߜߪޔ㊄ዻߣ㊄ዻࠍ߹ߗࠆߎߣ
ߦࠃߞߡߩߣ߽ޔ㊄ዻࠃࠅᣧߊߣߌࠆ㊄ዻ߇ߢ߈ࠆߣ
߁ߎߣߦ߮ߞߊࠅߔࠆޕర⚛ࠍ⚵ߺวࠊߖࠆߎߣߦࠃߞ
ߡޔ⠨߃߽ߟ߆ߥࠃ߁ߥᣂߒ㊄ዻ߇ߢ߈ࠆߣ߁ߎ
ߣߦᗵേߒޔว㊄ߣߪਇᕁ⼏ߥ߽ߩߛߣᕁ⑼ޔቇߩ
⒁ᕈߦᗵേߔࠆࠃ߁ߦߥࠆޕ
ߔߥࠊߜߦ߁ࠃߩߎޔᢎᏧ߇⏕ߥᣇะᕈࠍᜬߞߡޔ
㊄ዻߩਇᕁ⼏ߐߦᧄᒰߦ㛳߈ࠍᗵߓߡࠍࠇߘޔሶߤ߽ߚ
ߜߦવ߃ࠃ߁ߣߔࠆᒝ㗿ࠍᜬߟߎߣ߇ᔅⷐߢࠆޕ
ߎߎߢಽࠆࠃ߁ߦޔᣇะᕈࠍᜬߞߚᬺߪޔᔅߕන⚐ൻ
ߐࠇߡ߽ࠆߚ߹ޕන⚐ൻߐࠇࠆߎߣߦࠃߞߡᣇะᕈ߇
ߐࠄߦߪߞ߈ࠅߒޔᢎቶో߇৻ߟߩᣇะߦะ߆ߞߡ✕
ᒛߒ㓸ਛߔࠆࠃ߁ߦߥࠆܤޕ
㧟㧕ፉዊߩᜰዉ᩺ߢࠆᬺ⎇ⓥߩᣇᴺ
৻㧕㗴᧚ ੑ㧕ᢎᏧߩ⸃㉼
ਃ㧕ᬺዷ㐿ߩⷺᐲ
྾㧕ోߩᜰዉ⸘↹ 㧔㨪ᤨ㑆੍ቯ㧕
㧕ߎߩᤨ㑆ߩ⋡ᮡ
㧕ߎߩᤨ㑆ߩ⸘↹
ሶߤ߽ߩ
น⢻ᕈ
ᬺߩ⚿
᥏ὐ
੍ᗐߐࠇ
ࠆ㔍
ᢪ⮮⮮༑ඳߩፉዊᬺ᩺ᒻᑼߩ⸃⺑ ৻㧕㗴᧚㧦ߎߎߦߪᢎ᧚ߩ㗴⋡ࠍ߆ߊޟޕṁ⸃ޔޠ
ޕߛ߁ࠃߩޠߥ߆ߐߚࠇ߆߿ޟ
ੑ㧕ᢎᏧߩ⸃㉼㧦ᬺ߿ሶߤ߽ߩߎߣࠍᏅߒ⟎
ߡ⥄ޔಽߩ⠨߃ࠍ⥄↱ߦᦠߊޕᢎᏧ߇⥄ಽߩ⺒ߺข
ߞߚ߽ߩ⇼ޔߩ߽ߚߒ㉼⸃ޔߦᕁߞߚ߽ߩޔᢎ᧚ߩ
ᜬߟᣇะޔᢎ᧚ᛕ್ߥߤߩߞߐࠍߚߢߘޔ
ߩᢎᏧߩੱ㑆ߣߒߡߩᦨ㜞ߩ⺒ߺขࠅ߇⽿ߩࠄ⥄ޔછ
ߣਥᒛࠍᜬߞߚ߽ߩߣߒߡߘߎߦߐࠇࠆߩߎޕ㗄
ࠍ⺒߫ߩߘޔᢎᏧ߇ߤࠇߛߌߩജࠍᜬߜ߁߁ߤޔ
ᣇะࠍ߽ߜߌߛࠇߤޔᷓߊ⏕߆ߦᢎ᧚ࠍ⸃㉼ߒޔᢎ᧚
ߣኻ㕙ߒߡࠆ߆ߩߘޔᢎ᧚ߢߩኾ㐷⊛ߥജࠍߤࠇߛ
ߌᜬߞߡࠆ߆߇ࠊ߆ࠆࠊߌߢࠆߩߎޕ㗄ࠍ㜞ߊޔ
߈߮ߒߊᦠߊߎߣ߇ߢ߈ࠆ߆ߤ߁߆ߦࠃߞߡߩߘޔᢎ
᧚ߢߩᬺߩᣇะ߽ⷺޔᐲ߽ޔᣇᴺ߽ߐߞߩߘޔ
ߩၮᧄ߇ቯߐࠇࠆޕ
ਃ㧕ᬺዷ㐿ߩⷺᐲ㧦৻ੱߩੱ㑆ߣߒߡߩޟᢎᏧߩ
⸃㉼ޔߣޠታߦࠆቇ⚖ߩሶߤ߽ߩน⢻ᕈߣࠍ⚿߮
ߟߌࠆޔߜࠊߥߔޕኻ⽎ߢࠆቇ⚖ߩߩߢ߹߹ޔᱧ
ผࠆ߹ޔታߩቇ⚖ߩᆫࠍߣࠄ߃ࠆᔅⷐ߇ࠆޕ
ߘߒߡޟޔᢎᏧߩ⸃㉼߽ߣߞ߽ࠄ߆ޠᔅⷐߥ߽ߩࠍㆬ
߮ߒߩߘޔᗧࠍᦠߊߡߞࠃߦࠇߘޕᬺዷ㐿ߩⷺ
ᐲ߇ߪߞ߈ࠅߣ߈߹ࠆߩߟ৻ޔ߫߃ߣߚޕᢥቇᢎ᧚ߪޔ
ᢥቇ⊛ߦ߽ޔ߽ߦ⊛⺆⸒ޔᾫ⺆ߩቇ⠌ᢎ᧚ߣߒߡ߽
ߟ߆߃ࠆ߽ߩߢࠆࠄ߆߆ߥߩߘޕᢎᏧߪ৻ߟࠍ߃ࠄ
߱߇߁߁ߤߪࠇߘޔᗧߩ߆ߣ߁ߎߣࠍߎߎߢᦠ
ߊߩߎޟޔߚ߹ޕᢎ᧚ߪࠃߊߥࠍߣߎ߁ߣޠޕ
ޟᢎᏧߩ⸃㉼ߚᦠߢޠᢎᏧ߇ߩߎޔ㗄ߢߪߩߎޟޔ
ᢎ᧚ߪࠃߊߥߌࠇߤⷺ߁߁ߎޔᐲߦߒߡ߁ߎޔ
߁ᣇะߢᬺዷ㐿ࠍߒߡߌ߫߁߁ߎߪߡߒߣ⑳ޔ
ᬺߦߥࠆߣᕁ߁߁ߣޠޕᢎᏧߣߒߡߩߨ߇ࠍᦠ
ߊࠊߌߢࠆޕᬺዷ㐿ߪⷺޔᐲ߇ߪߞ߈ࠅߔࠆߎߣ
− 135 −
ߦࠃߞߡන⚐ൻߐࠇޔ⏕ߦᣇะ߇ࠅᗧ᰼ߩࠆ߽
ߩߣߥࠆޕ
྾㧕ోߩᜰዉ⸘↹ 㧦ⷺᐲߢታߒࠃ߁ߣߒߚ
ߎߣࠍߩߘޔᢎ᧚ߢߩ੍ቯᤨ㑆ߦ㈩ࠆޕ
㧕ߎߩᤨ㑆ߩ⋡ᮡ
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ዷ㐿ߩᩭ
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㔍
ߘߩᤨ㑆ޔ
ᬺዷ㐿ߩ
Ꮣ ⍹ ߢ
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ኻಣߩᣇ
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㧙ᐕ ╙ਃޔ྾ᦼᴺೣൻࠪ࠭ ᴺೣൻࠨࠢ࡞ᢙ㧦
ᐕ ᣣᧄᢎ⢒ᛛⴚቇળഃ┙
ળ㐳
ᐕ ᧲੩ㇺᄢ↰┙ᳰ㔐ዊቇᩞޔਛ࿖ޔᶏ
Ꮷ▸ᄢቇቴຬᢎ
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ޢೀઍޡޔะጊ
ဳ▚ᢙᢎ߃ᣇᢎቶ
ޢೀޡޔะጊဳ࿖⺆ᢎ߃ᣇᢎ
ቶ
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ޢ㓒ೀ✬㓸ੱޕ
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࠼ਥቿߥߤܤޕ
㧙ᐕ ᢎ⢒ᛛⴚᴺೣൻㆇേ㐿ᆎ ᴺೣൻࠨࠢ࡞ᢙ㧦㧕 㧞 ᛛⴚߪ႐ߩቇ
㧕 ᬺᛛⴚ
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ᐸߦߡ⛗ࠍ߆߆ߖࠆ㕍ᐕᢎᏧߩ߇ࠆౕߩ⛗ޕ
ࠍᜬߞߡᩞᐸߦㅪࠇߡߞߚሶߤ߽ߚߜߦޔᢎᏧߪ
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ߜߦᢔࠄ߫ߞߡᵴേ߇ᆎ߹ࠆⵣޔߒ߆ߒޕᐸߦⴕߞ
ߡ߽߆ߋߔޔߤߥ߆߽ߡ߆ߢࡊ࡞ࠣޔ
⾰߇ߟߠߡߡߊࠆޔߪߦᤨߡߒߘޕ⢒ߩ
ᬺߦ㇎㝷ߦߥࠆ߆ࠄ߽߁ߔߎߒ┵ߢᵴേߐߖߡ߶ߒ
ߣ߁ࠢࡓࠍฃߌࠆᤨ߽ࠆޕᬺߩ⚳ࠊࠅ
ߢ߽㔓࿐᳇ߪหߓߛޕᣧߊ⚳ࠊߞߚሶߪભߺᤨ㑆ߦ
ߒߡߩ߆ߣ⡞ߡߊࠆ৻ޕᣇߥߍ߈߆ߛ߹ޔ
ሶ߽ ޔઃߌߩㅜਛߩሶ߽ࠆޕቇ⚖ో߇ࡃ
ࡃߩ⁁ᘒߦߥߞߡߒ߹߁ޕ
ߎߩࠃ߁ߦቇ⚖߇߹ߣ߹ࠄߥߊߡᷙੂߔࠆᤨޔᢎ
Ꮷ߇ߘࠇࠍሶߤ߽ߩ⽿છߦߒ߇ߜߥߎߣࠍะጊߪᜰ
៰ߔࠆޕ႐ߢߪޔታߦߘߩࠃ߁ߥਇḩࠍࠃߊ⡞ߊޕ
ߚߣ߃߫ޔሶଏ߇ᖡߤߥߥߡ߈ߢ߇ߌߟߒޔ
ߛޔߒ߆ߒޕะጊߪቇ⚖߇ੂࠇࠆߎߣߪሶଏ߿ၞޔ
ኅᐸߥߤߩ⽿છߦߔࠆ㗴ߢߪߥߣᒝ⺞ߔࠆߎޕ
ߩߩࠃ߁ߥ႐㕙ߢᢎᏧ߇ᜰ␜ߔߴ߈ߛߞߚߎߣߪޔ
ᦨᓟߩⴕേ߹ߢ␜ߒߡ߆ࠄሶଏࠍേ߆ߔߎߣߛߣߒ
ߡ̈ޔሶଏࠍേ߆ߔේೣ’ࠍឭ␜ߒߡࠆܤޕ
߽߁৻ߟߩߢޡᢎ⢒ᛛⴚ㐷ޔߪߦޢᣂතᢎᏧ
߇ᒛߒߡޔะጊ߇ߘߩࠢࠬߦᢎߦⴕߞߡᜰዉ
ߔࠆ႐㕙߇ࠆޕᐕ↢ߢߒ߇ࠊߐޔᢎቶࠍṽሼ
ߩ㗴ࠍߒߥ߇ࠄሶߤ߽ߚߜࠍ㓸ਛߐߖࠆޕ
㧙ᐕ ╙৻ᦼᴺೣൻࠪ࠭ ᴺೣൻࠨࠢ࡞ᢙ㧦 ߘࠇߙࠇߩሶ߇ⓨਛߦᦠߊ߶ߣޠޕߨࠆ߈ߢߥࠎߺޟޕ
ࠆࠍޠ߈ᦠࠄߘޟߢߎߎޕᢎ߃ࠆޕ
ܤ
ᜰዉ᩺ߩ৻ߟ৻ߟߩ㗄⋡ߦᢪ⮮༑ඳߩᬺߦኻߔ
ࠆᘒᐲޔ⠨߃߇ࠃߊ␜ߐࠇߡࠆޕBቇᩞߠߊࠅBߩ
ㆊ⒟ߢߥࠆߴߊᒻᑼ⊛ߥ߽ߩࠍឃ㒰ߒߡᢎᏧߩߔߴ
ߡߩᢎ⢒ᵴേ߇ታ⾰⊛ߦߥࠆࠃ߁ߦߪߍࠎߢࠆߩ
ߪᜰዉ᩺ߦ߅ߡ߽ห᭽ߛޕ
ᢎᏧߩ⸃㉼߿ᬺዷ㐿ߩⷺᐲߥߤߩࠃ߁ߦ߆ߥࠅ
⽎⊛ߦࠄࠇࠆ㗄⋡߽ታߪౕ⊛ߥᬺߩዷ㐿ߢ
ᩭᔃ⊛ߥᣇะࠍߡࠆߎߣ߇ࠊ߆ࠆޔߜࠊߥߔޕ
ᜰዉ᩺ߩฦ㗄⋡ߪᯏ⊛ߦߟߥ߇ߞߡߡޔⓥᭂ⊛
ߦߪᬺߢ↢߆ߐࠇࠆታ⾰⊛ߥౝኈߢ᭴ᚑߐࠇߡ
ࠆޕ
ੑ㧚ะጊᵗ৻
Ŷ܇ƲNjƷʙܱ
ᐃƾƔƘज़ơǒǕǔΪܱज़Ŷ
㧝 ጁᱧ
ᐕ ᣣ↢߹ࠇޕ
ᐕ ᧲੩ቇ⧓ᄢቇ␠ળ⑼තᬺ
ᐕ ᧲੩ㇺᄢ↰┙㔐⼱ዊቇᩞ
㧙ᐕ ╙ੑᦼᴺೣൻࠪ࠭ ޟᎹ߁ߣޠሼࠍᜰߢⓨਛߦᦠߡߏࠄࠎߥߐޕ
ࠗ࠴↹ߣࡦࠨޔࠗ࠾ޔᢙࠍ⸒ߥ߇ࠄᦠߡߏࠄࠎߥߐޕ
ోޔߣ߁ߣޠࠗࡂޔࡦࠨޟຬឥ߃ߞߡⓨᦠ߈ࠍᆎࠆޕ
− 136 −
ߢߪޟޔጊ߁ߣޠሼࠍหߓࠃ߁ߦᦠߡߏࠄࠎߥߐޕ
ߔߎߒੂࠇ߇↢߹ࠇࠆޕੑ↹߅ᚲߢࠆߥߪߢޠࠗ࠾ޟ
ߊߣޠࠗ࠾ޟિ߫ߐߥߊߡߥࠄߥޕ
ੑ↹⋡ࠍߣޠࠗ࠾ޟિ߫ߒߡ⸒ߞߡߏࠄࠎߥߐޕ
ߣ߁ߣޠࠗࡂࡦࠨޟᐲߪోຬឥ߃ߞߡᦠߊߔޟޕ
ߏߔߏߺࠎߥߢ߈ࠆޕࠆ߶ߣޠ
ߘࠇߢߪޟ߁ߣޠሼࠍหߓࠃ߁ߦߒߡߏࠄࠎߥߐޕ
↹ᢙߪหߓߛ߇ޔᚻߩേ߈߇ࡃࡃߦߥࠆޕ
ឥ߹ߖࠎߨ߃৻߁߽ޔᐲޕ
ᐲ߆߿ࠄߖࠆ߈ᦠߒ߆ߒ ޕ㗅߇ޠߎࠃߎࠃߡߚޟ
ߣߦޠߎࠃߡߚߎࠃޟಽ߆ࠇࠆޕ
ߎߎ߆ࠄ߇ᬺߢࠆޕ
ߘߒߡޔṽሼᜰዉߩ⸃⺑߇ߟߠߊޕ
ዉㇱಽ߇ޟᎹޟޠጊޟޠߩޠ㗅⇟ߥߩߢᗧࠍ߽ߟޕ
ࠈࠎޟޔ߇߽ߡߞࠄ߆ߌߛޠᔕ߇ߜ߇ߞߡ
ߊࠆޟޕᎹޟޠጊޟࠅࠃߦߣߎࠆ߿ࠍޠⓨᦠ߈ߦޠᘠࠇޔ
ޟቇ⠌ޔߡ߈ߡߞߦޠḰቢੌߣߥࠆࠊߌߢࠆߘޕ
ߒߡޟߩ⇟ᧄޔߺ⚵ޟߦ߁ࠃߩߎޕࠆߦޠวࠊߖޠ
߿ޟ㗅ᐨ߇ޠᄢಾߥࠊߌߢࠆޟࠍࠇߎޕޟޠᎹޟޠጊޠ
ߩ㗅ߦ߿ߞߚࠄޔ߽㕙⊕ߊߥޟߚ߹ޕ㘧ޟޠะޠ
ޟߺ⚵ޟߩޠวࠊߖߪߢޠࠍ߿ߞߚ߆ಽ߆ࠄߥޕ
ߎߩࠃ߁ߦޔᬺߢߪߺ⚵ޟวࠊߖޟޠ㗅⇟ࠍߩ߽߇ޠ
⸒ߞߡߊࠆޟ߇ࠇߘޕᢎ⢒ᣇᴺܤޕࠆߢޠ
એߩߢಽࠆࠃ߁ߦߩࡠࡊޔᢎᏧߥࠄޔሶଏߚ
ߜࠍዉߊᗵߛߌߢߪߥߊޔᢎ⢒႐ߦ߅ߡߩ
ౕ⊛ߥᛛⴚ߿ᣇᴺࠍ߃ࠆߎߣ߇ᔅⷐߣㅀߴߡ
ࠆޕᢎᏧ߇ᣂߒౝኈࠍ᩺ౝߔࠆᤨޔሶߤ߽ߚߜߦ
ᢎᏧߩ⺑߇ℂ⸃ߐࠇߥᤨޔቇࠎߛߎߣߩ✵⠌ߩ
ᤨߥߤޔᬺߩਛߢⴕࠊࠇࠆᢙᄙߊߩࠕࠗ࠺ࠖࠕޔ
ᜰ␜ߩᣇ╬ࠍ㚟ߔࠆߩߪ߹ߐߦߘߩᢎᏧߩᬺ
ᛛⴚޔᬺᣇᴺߢࠆⴕߥ߁ࠃߩߎޔߡߒߘޕὑߪ
ᬺߛߌߢߥߊߔߴߡߩᢎ⢒ᵴേߦ߅ߡᔅⷐߥ߽
ߩߛࠈ߁ߣᕁࠊࠇࠆޕ
ߔߥࠊߜޔᬺߦઍߐࠇࠆᢎ⢒ߩ႐ߢߪᲤ⍍㑆ޔ
ᢎ⢒ᛛⴚޔᢎ⢒ᣇᴺ߇ᔅⷐߦߥࠆޕᢎᏧ߇ߘߩᛛⴚ
ࠍ⠌ᓧߒ⥄ޔಽߩߔࠆߎߣ߇ࠅࠃޔሶଏߚߜߩᚑ㐳
ߦᓎߦ┙ߟ৻ߟߩᄢಾߥᣇᴺߦߥࠆߣ߁ߎߣߛޕ
ߘ߽ߘ߽ޔะጊߪᢎ⢒ߪᛛⴚߛߌߢߪߥޔᢎ⢒ߦ
ߪ߽ߞߣᄢಾߥ߽ߩ߇ࠆߥߤ⸒ߥ߇ࠄᢎ⢒ᛛⴚ
ࠍシⷞߒߡ߈ߚ㘑ầࠍᛕ್ߔࠆ‘ޕሶߤ߽ߩน⢻ᕈ
ࠍߢ߈ࠆ㒢ࠅߩ߫ߒߚ‘ߥߤߩ⚛᥍ࠄߒࠬࡠ
ࠟࡦߛߌߢ⚛ޔ᥍ࠄߒᢎ⢒ߣ߁⚿ᨐ߇ࠆߩߪ
ήℂߛߣ߁ߎߣߛޕ
ᢎ⢒႐ߦ߅ߡޔ㗴ߪߥࠄ߆ࠊޔߥ߈ߢޔ
ሶߤ߽ߦߤ߁ኻಣߒࠃ߁ߣߒߡࠆ߆ߛߩ⋡ޕ೨
ߩ〡߮▫߇ߣߴߥߢޔర᳇ߩߥሶޔṽሼ߇ߢ߈
ߥߊߡ࿎ߞߡࠆሶߦኻߒߡᢎᏧߣߒߡߤ߁ߔࠆ߆
ߢࠆޠߥࠄ߆ࠊޟޔޠߥ߈ߢޟߥ߁ࠃߩߘޕ
ሶߤ߽ࠍ೨ߦߒߡߕ߹ޔᢎᏧ⥄ಽߩജߩᒙߐࠍᗵߓ
ߡޟߡߒߘޔᢎ⢒ᛛⴚࠍޠ᳞ࠆߎߣߦߥࠆܤޕ
㧕 ᬺᛛⴚߩઍ⊛ߥ́〡߮▫ߩᜰዉ ߢ߈ߥሶࠍߤ߁ߒߡߢ߈ࠆࠃ߁ߦߔࠆ߆ߩࡈࠜ
ࠞࠬߢޔ႐ߢ⎇ⓥޔታ〣ࠍ㊀ߨߡ߈ߚะጊߪቇ
⚖ᐔဋ߇ ޔὐߦ⥋ࠄߖࠆะጊဳ▚ᢙ߿࿖⺆⑼
ߢߩᜰฬߥߒ⸛⺰ߥߤߥ߹ߑ߹ߐޔᜰዉᴺࠍ↢ߺ
ߒߚ߇ߩߘޔਛߢり㓚ኂఽએᄖߦߪ߶߷ߡߴߔޔ
ߩሶଏ߇ߢ߈ࠆࠃ߁ߦߥࠆ〡߮▫ᜰዉࠍ⚫ߔࠆޕ
ߏߊ◲නߦޔᣣᧄᢎ⢒♽ߢ৾ޔචᐕޔචᐕ߽ߒߡ
߈ߚޟ〡߮▫ࠍ〡߫ߖࠆ⎇ⓥ৻߇ޠߦ⸃ߐࠇߚ
ߎߣߛޔߚ߹ޕะጊߛߌߢߪߥߊߩઁޔᄙߊߩᢎᏧ
ߚߜ߽ߘߩᜰዉᴺࠍቇࠎߢߩߤޔሶ߽㐿⣉〡߮ࠍᚑ
ഞߐߖࠆࠍ⛯ߡ↢ߺߒߚޕ
ᐕઍߦߢ⚵⇟ࡆ࠹ߩ߽ߟߊޔታṶ߽ߒߡ
ߡࠆੱ߆ࠄ㝷ⴚᏧߣ߽ࠊࠇߚߎߩޟะጊᑼ〡
߮▫ᜰዉᴺߪޠᢎ⢒ᛛⴚ߇෩ὼߣሽߒࠍࠇߘޔ⠌
ᓧߒߚᢎᏧߚߜ߽หߓ⚿ᨐࠍߖࠆߎߣࠍ␜ߒߡ
ࠆܤޕ
㧕 ᬺᛛⴚߩ࠺࠲ࡌࠬߩഃㅧ́
ᢎ⢒ᛛⴚߩᴺೣൻㆇേࠄ߆ޠ㨀㧻㧿㧿߳
೨㗄ߢߚࠃ߁ߦ〡߮▫߇〡ߴߥේ࿃ࠍ⎇ⓥ
ߒޔᛛⴚࠍ⠨᩺ߒߡߢ߈ࠆࠃ߁ߦߒߚ৻ߟߩᢎ⢒ᛛ
ⴚࠍઁߩᢎᏧߚߜ߇⠌ᓧߒޔหߓᚑഞࠍ↢ߺߛ
ߔࠃ߁ߦߥߞߚߥߚࠇߋߔߥ߁ࠃߩߎߪࠇߎޕᢎ⢒
ᛛⴚޔᣇᴺࠍ㓸ߡᢎᏧߚߜߩ⽷↥ߦߒࠃ߁ߣ
ߔࠆ࠺࠲ࡌࠬߩ᭴▽ߩ⿰ᣦ߇ࠃߊℂ⸃ߢ߈ࠆ৻
ߟߩ㊀ⷐߥߛޕනߦ〡߮▫ߛߌߢߪߥߊߡߴߔޔ
ߩᢎ⑼ߢߎߩࠃ߁ߥߔߋࠇߚᢎ⢒ᛛⴚޔᢎ⢒ᣇᴺ߇
ሽߔࠆߎߣ߇ᗐቯߢ߈ࠆߒߣߞ߽߽ࠄ߆ࠇߎޔ㐿
⊒ߐࠇࠆߣᕁࠊࠇࠆޔߜࠊߥߔޕᢎ⢒ᛛⴚߪో࿖ฦ
ߩᢎ⢒႐ߦሽߔࠆ߽ߩߢޔᲤᣣߩᬺߩਛߢ
ᢎᏧߪ⹜ߺᎿᄦߒޔᰴߣޘᣇᴺࠍࠅߛߔޔߢࠇߘޕ
ᢎᏧߚߜ߇ߘߩࠃ߁ߥᛛⴚࠍ⠌ᓧߔࠆߩߪޔቇᩞߢ
వヘߦቇ߱ߩ߽ᄢಾߥᣇᴺߛ߇ߪࠇߘࠅߪ߿ޔㇱಽ
⊛ޔᢿ ⊛ߢߦ࡞࠲࠻ޔቇ߱ߦߪਇ⿷ߒߡࠆޕ
ߔߥࠊߜߦߢ߹ޔࠄࠇߚߐ߹ߑ߹ߥᢎ⢒ᛛⴚ
߇ޟᖱႎߡߒߣޠ㓸߹ߞߡࠆߎߣ߇߹ߕᔅⷐߢ
ࠆޔߢߎߘޕะጊߪ߹ߢࠄࠇߚߐ߹ߑ߹ߥᢎ⢒
ᛛⴚࠍᖱႎߣߒߡ㓸ࠆ⚵❱ࠍޟᢎ⢒ᛛⴚߩᴺೣ
ൻㆇേߢ࡞࠻ࠗ࠲߁ߣޠࠆߎߣߦߒߚߩߎޕᴺ
ೣൻㆇേߪઁߩ⎇ⓥ࿅ߣߪߜ߇ߞߡ⺰ޔᢥࠍ㓸
ᐢࠆࠪࠬ࠹ࡓߢߞߚޟޕ㓸ࠆߓߪࠄ߆ߣߎޠ
ߡౝኈࠍ✎ኒߦᬌ⸛ߒୃޔᱜߔࠆߥߤߩᵴേ߽
߹ࠇࠆޕ
ߔߥࠊߜޟޔ㓸ࠆޟޠᬌ⸛ߔࠆޟޠㅊ⹜ߔࠆޠ
ୃޟᱜߔࠆޟޠᐢࠆޠ㧔એ߹ߣߡᴺೣൻߣࠃ
߱㧕ߚߩ⻉ᵴേࠍⴕ߁ޔߢࠇߘޕታ㓙ߦో࿖⊛ߦ
⺰ᢥࠍ㓸ߒߡޔᬌ⸛ㆊ⒟ࠍ߳ߡㆬቯߐࠇߚ⚿ᨐߪ
ޟᢎ⢒ᛛⴚߩᴺೣൻࠪ࠭ߩޠ ߦ⥋ࠆߒߘޕ
ߡ࠻࠶ࡀ࠲ࡦࠗߪ߹ޔߩ̈6155ࡦ࠼̈ߦਸ਼
ߖࠄࠇߡ߽ߢࠇߛޔ㑛ⷩߢ߈ࠆޕ
ߒ߆ߒޔᴺೣൻㆇേߪߎߎߢᱛ߹ࠄߥߘ߽ߘޕ
− 137 −
߽ޔᴺೣൻㆇേߩ⋡⊛ߪߚࠇߋߔޟᢎ⢒ᛛⴚࠍ㓸
ᬌ⸛ߒᐢࠆޔ߇ߛߣߎ߁ߣޠᛛⴚࠍ⍮ࠆߎߣߣ
ߘߩᛛⴚࠍߎߥߔߎߣߪߜ߇߁ὐ߇ࠆߣ߁
ߎߣߛ⋤ޔ߫߃ߣߚޕ⣺ߩᚻⴚߦߟߡ⍮⼂ࠍᓧࠆ
ߎߣߦߪߩߢ߽ߢ߈ࠆ߇ޔၫಷ⠪ߣߒߡߘࠇ߇
ߢ߈ࠆࠃ߁ߦߥࠆߦߪ႐ߢ⚻㛎ࠍⓍ߹ߥߌࠇ߫ߥ
ࠄߥߊߥࠆޕหߓࠃ߁ߦޔᛛⴚࠍりߦߟߌࠆߣ
߁ߎߣߪޟޔᛛⴚߦߟߡℂ⸃ߔࠆߎߣޟߣޠᛛⴚ
ࠍりߦ⠌ᓧߔࠆߎߣߩޠੑߟࠍㅢㆊߒߥߌࠇ߫ߥ
ࠄߥޟޕᛛⴚࠍℂ⸃ߔࠆߎߣޔߪޠቇ⠌ߦ߅ߡ
߽ߢ߈ࠆ߇ޟࠍࠇߘޔりߦ⠌ᓧߐߖࠆޔߪߣߎޠ
႐ߢ⥃ᐥߩ႐ߢ߿ࠆ߶߆ߥޕ
ᴺೣൻㆇേߦෳടߒߚᢎᏧߩਛߢ߽ޔᢎ⢒ᛛⴚࠍ
⍮ߞߡߘࠇߣߣ߽ߦߎߥߔᛛ⢻߽りߦߟߌߚ
ߣᕁ߁ᢎᏧ߇ᄙ߆ߞߚޔߢࠇߘޕะጊߪ̌ᛛ⢻ߩ
㆐ࠬ࠹࠶ࡊ”᧦ߩߟޔઙࠍࠢࠕߔࠇ߫㤥Ꮺߢ
ࠆߣ߁ࠬ࠹࠶ࡊߩޟ㤥Ꮺ᧦ઙࠍޠឭ␜ߔࠆߘޕ
ߩᓟߎࠇߪޔᬺജࠍะߐߖࠆࠪࠬ࠹ࡓߣߒߡ
ޟ䰠䰛䰟䰟ᛛ㊂ᬌቯ⊒ߦޠዷߐߖࠄࠇߚޕะጊ᳁ߪ㨀
㧻㧿㧿ᛛ㊂ᬌቯߦኻߒߡޔ㤥Ꮺ᧦ઙࠃࠅߪࠆ߆ߦ
ߔߋࠇߚᣇᴺߛߣ⹏ߒߦߢߔޔᢙචਁੱߩᢎᏧ߇
ᚢࠍߒߡࠆ߇ࠃࠅࠃ߽ࠄ߆ࠇߎޔᬺࠍ⋡ᜰߔ
ᢎᏧߚߜߩෳടࠍ൘ߡࠆޕ䎷䎲䎶䎶ᛛ㊂ᬌቯߩၮ
Ḱޔᬌቯߩᴫ
ᬺ⠪ޔᬌቯ⠪ޔᬺߩౝኈޔᬌ
ቯߩ⚿ᨐߥߤߪ7266ࡦ࠼
JVVRVQUUNKEGPUG
QTVXߦ㐿ߐࠇߡߡߛࠇߢ߽⏕ߔࠆߎߣ߇ߢ
߈ࠆ⥄ޕಽߩᛛ㊂ࠍߍߡࠃࠅࠃޔᬺޔᢎ⢒ࠍ
⋡ᜰߔᢙᄙᢎᏧߚߜߩദജߩᣇะ߇ౕ⊛ߦឭ␜
ߐࠇߡࠆܤޕ
߅ࠊࠅߦ
ᣣᧄߩᢎ⢒ߩ႐ߢޔఝࠇߚታ〣ࠍߒߚᢪ⮮༑ඳޔ
ะጊᵗ৻ߩੑੱߩታ〣ߦ߶ࠎߩ৻ㇱߒ߆⸅ࠇࠄࠇߥ
߆ߞߚ߽ߩߩޔቇᩞᢎ⢒ߩᩭߣᕁࠊࠇࠆޟᬺߣޠ
߁ⷰὐߢ߹ߣߡߺߚޕੑੱߩᢎ⢒ታ〣ࠍㅢߒߡ
৻⽾ߒߡቇࠎߛߩߪ̌ޔቇᩞᢎ⢒ߦ߅ߡሶߤ߽ߚ
ߜߩẜജࠍᒁ߈ߛߖࠆࠃ߁ߥᢎ⢒ޔሶଏߚߜߩᚑ
㐳ࠍታ⾰⊛ߦഥߌࠆߎߣߪߢ߈ࠆ̍ߣ߁ߎߣߛޕ
ታ㓙ߦሶଏߚߜ߇ᚑ㐳ߔࠆᢎ⢒ߦఝࠇߚᚑᨐࠍ
ߍߚੑੱߣ߽ᬺߩᒻᑼߦߪߎߛࠊࠄߥ߆ߞߚޕะ
ጊᵗ৻ߪℂ⑼ߩ႐วߪޔᔅߕ߽̌ߩ̍␠ޔળ⑼ߥࠄޔ
̌⾗ᢱ̍ߥߤޔታ㛎߿ⷰኤߩኻ⽎ߦߥࠆߴ߈ᢎ᧚ߢ
߽ߞߡᬺߦߩߙߎߣࠍᒝ⺞ߔࠆ߇ߦ߆߶ߩߘޔ
৻ᢧቇ⠌ߪᣇᑼߢߪߥ߆ࠄㆱߌࠆߥߤߩਥᒛ
ߪߒߥޕ㗴ߪᬺߩᒻᑼߢߪߥߊޔሶߤ߽ߚߜ
߇ߘߩᬺࠍㅢߒߡߦ߆ޔᕁ⠨ࠍᷓࠆ߆ޔᚑ㐳
ߢ߈ࠆ߆ߦὶὐ߇ࠆޕะጊᵗ৻ߪߎࠎߥߎߣࠍሶ
ߤ߽ߩ̌ታ̍ߣ߁⸒⪲ߢࠃߊߔࠆޕታ㓙ߦ
〡߮▫߇㘧ߴߥ߆ߞߚሶ߇㘧ߴࠆࠃ߁ߦߥࠆ▚ޔᢙ
࠹ࠬ࠻ߢߟ߽ὐࠍขߞߚሶ߇ὐߦߥࠆߩߘޕ
ะߦࠃࠆሶߤ߽ߚߜߩᚑഞᗵⷡ߁߁ߘޔᬺࠍ
ߒߚᢎᏧߩ߶߁ߩ⣻߰߆ߊᗵߓࠄࠇࠆలታᗵ߽
ߚౕ⊛ߥߔ߫ࠄߒᢎ⢒⚿ᨐ߇ะጊߩ⸒߁ޟታޠ
ߢࠆޕ
ᢪ⮮༑ඳߪࠆ߇ߥߟߦ᧪ᧂޡቇജߩޢਛߢ৻ᢧ
ᬺߩ႐วߢ߽ޔሶߤ߽߇↢߆ߐࠇߡࠇ߫ߦߎߘޔ
ߪᔅߕ߽ߞߣ↢߈↢߈ߒߚ߽ߩ߇ࠆߪߕߢޔవ↢
ߩࠍ⡞ߊ႐วߢ߽✵ޔ⠌ߥࠅ࠹ࠬ࠻ߥࠅ㤩⺒ߥࠅ
ࠍߒߡࠆ႐วߢ߽ޔሶߤ߽߇✕ᒛߒߡࠇ߽߫ߞ
ߣ↢߈↢߈ߒߚⓨ᳇߇ࠆߪߕߛߣ⸒ߞߡࠆ߽ޕ
ߒߘߩࠃ߁ߥሶߤ߽߇✕ᒛߒߚߒ߈↢߈↢ޔⓨ᳇߇
ࠇ߫ో߃ߣߚޔຬ߇৻⸒߽ญࠍ߈߆ߥߢࠆ႐
วߢߞߡ߽✕ߚߒߣߒ߭ߒ߭ޔᒛᗵ߇ᢎቶߦḩߚ
ߐࠇߡޔᑈਅ߹ߢ߽ᵹࠇߒߡࠆߣ߁ߎߣߛ
ߣ߽⸒߁ޕᑈਅ߹ߢ✕ᒛᗵ߇ᗵߓࠄࠇࠆᬺߣߪޔ
ᗐߔࠆߎߣߛߌߢᗵേߒߡߒ߹߁⌀ߢ߹ߎߎޕ
ߦᬺߦ⥃ᆫߦޔᢎቶߢሶଏߚߜߦኻߒߡࠆ
ᢎᏧߣߒߡᷓዅᢘߩᗐߦḩߚߐࠇߚޕ
ᜰዉ᩺ߦኻߒߡ߽ޔᣂߒⷰὐࠍᓧࠆߎߣ߇ߢ߈
ߚޕะጊᵗ৻ߪఝࠇߚᬺࠍઁߩੱ߇ቇߴࠆࠃ߁ߦ
ߔࠆߚߦߪᜰዉ᩺ߩਛߦ⊒ࠍߘߩ߹߹ࠇࠆߎ
ߣࠍᒝ⺞ߔࠆߢࠇߘޕ䎷䎲䎶䎶ߩᜰዉ᩺ߢߪޔᢎᏧߩ
⊒ޔᜰ␜⺑ޔߥߤ߇⏕ߦߐࠇߡࠆޕᢪ⮮
༑ඳߦߪ೨㗄ߢߺߚࠃ߁ߦᜰዉ᩺ߩᚑࠍㅢߒߡޔ
ᢎ᧚⎇ⓥߩᄢಾߐࠍᡷߡ᳇ߠ߆ߐࠇࠆޕᬺߣ
߁߽ߩࠍߎߩࠃ߁ߦᱜ㕙߆ࠄᔀᐩ⊛ߦㅊ᳞ߒߡߊ
ߣ߁ᣂߒⷞὐࠍᜬߟߎߣ߇ߢ߈ߚޕ
߹ߚ⇣ޔ࿖ߩ⎇ୃ↢ߩ⎇ⓥߦኻߒߡ߽ߐ߹ߑ߹ߥ
ᚲߢഥߌ߇ߞߚޕᢪ⮮༑ඳ߇ൕߡߚችၔᢎ⢒
ᄢቇߢߪޔᜰዉᢎߩᧄ㑆ା᳁߆ࠄᢙᄙߊߩ⾗ᢱޔ
ᦠ☋ߩ᩺ౝࠍߚߛߚޕะጊᵗ৻᳁ߦߪ6155ߩ
ࡒ࠽ߥߤߢ࿁߽⋥ធળ߁ߎߣ߇ߢ߈ߚߚߩߘޕ
߮ߦߚ߹ޔᗂߒ߹ߥᡰេࠍᗵߓߚޕะጊ᳁ᧄੱ߆
ࠄ6155ߢ㐿⊒ߒߚᢎ᧚⾗ߩߤߥ☋ᦠޔᢱ߽ߚߛ
ߚߥ⊛⥸৻ޕડᬺห჻ߥߤߢߩ␠⥄ޔᩭᔃ⊛ߥᛛⴚ
ߥߤࠍߎߩࠃ߁ߦઁߩ࿖ߩળ␠ߦࡊࡦ࠻ߣߒߡ
ߍࠆߥߤߪ㖧࿖ߢߪࠅ߃ߥߎߣߛޕᢎ⢒ߩㇱ
㐷ߢ߽߽ߜࠈࠎ2+5#ߩࠃ߁ߥቇജ࠹ࠬ࠻ߢߪޔฦ࿖
߇߅ߩቇ↢ߩᚑ❣ߦࠃߞߡ⥄࿖ߩᢎ⢒ߩ⁁ࠍ
ὐᬌߒ⥄ޔ࿖ߩᧂ᧪ࠍᜂߞߡࠆᢎ⢒ߩ┹ജࠍ
ߍࠃ߁ߣദജߔࠆޔߒ߆ߒޕᢎ⢒ࠍታ㓙ߦᜂᒰߒߡ
ࠆᢎᏧޔᢎ⢒⠪ߦࠃߞߡఽ┬ߦኻߔࠆᆫ߿̈ߔ
߫ࠄߒᢎ⢒̉ߦኻߔࠆℂᗐߪ┹ޔߢߪߥߊߣޔ
߽ߦㅊ᳞ߒߡߊ߽ߩߥߩ߆ߣ߁ᗵᗐࠍᜬߞߚޕ
ሶߤ߽ߩᚑ㐳ߩߚߩࠍߒߡࠆᢎᏧߣߒߡޔ
ߎࠇ߆ࠄ߽ߔߋࠇߚታ〣ߪߟ߽Ⓧᭂ⊛ߦቇ߮ޔ㖧
࿖ߩሶߤ߽ߚߜߩᓎߦ┙ߡࠆߚㆳㅴߒߡ߈ߚޕ
ᒁ↪ෳ⠨ᢥ₂
ܤᷦ⼱ ቁ 㨬ઍ࿖⺆ᢎ⢒⺰㓸ᚑᢪ⮮༑ඳ㨭ޔᴦ࿑ᦠޔ
ܤᢪ⮮༑ඳ 㨬ቇᩞߠߊࠅߩ⸥㨭ޔ࿖␠ ޔ
− 138 −
ܤᢪ⮮༑ඳ ࠆ߇ߥߟߦ᧪ᧂޟቇജᦠ߉ޔޠᚱ ޔ
⁚ ܤ㊁ᶈੑ ޟፉዊߩᢎ⢒ታ〣㧙ᬺߠߊࠅޔޠ㣮ఽፉᄢቇᢎ⢒
ቇㇱᢎ⢒ታ〣⎇ⓥ♿ⷐ ╙ ޔ
ܤᢪ⮮༑ඳ 㨬ᬺߩዷ㐿㨭ޔ࿖␠ ޔ
ܤะጊᵗ৻ޟᢎ⢒ᛛⴚᴺೣൻㆇേᱜผ᧲ޔޠ੩ᢎ⢒ᛛⴚ⎇ⓥᚲޔ
ܤะጊᵗ৻ޟሶߤ߽ࠍേ߆ߔᴺೣޔޠᴦ࿑ᦠ ޔ
ܤะጊᵗ৻ޟᣂ⸓ᢎ⢒ᛛⴚ㐷ޔޠᴦ࿑ᦠޔ
− 139 −
‒
∌∙∝⇣∞⇸∍∙ↄ⇂↝ᄂᆮ↚↓ⅳ↕‒
ᧄ㑆 ା
࡙ࡦߐࠎߪ㖧࿖ߩᢎຬߢࠆࠅࠃߣ߽ޕᬺߦ㑐ᔃ߇ࠅߦߊߣޔะጊᵗ৻ߩߎߣࠍ⺞
ߴࠆߎߣࠍ࠹ࡑߦ߆߆ߍߡᣣᧄࠍ⸰ࠇߚޔߊࠄߘ߅ޕ㖧࿖ߢ߽ะጊ߇⍮ࠄࠇߡࠆߎߣ
ߩࠄࠊࠇߛࠈ߁⚻߁߁ߤޕㆊߢߘ߁ߥߞߡࠆߩ߆ߪ߹ߞߚߊᛚ⍮ߒߥޕะጊߩࠃ
߁ߥᵴേࠍ᳞ࠆⅣႺ߇㖧࿖ߦ߽ሽߔࠆߣ߁ߎߣ߇ᗐߢ߈ࠆޕ
ะጊᵗ৻ߪ߽ߣ߽ߣᢪ⮮༑ඳ߆ࠄᆎ߹ߞߡࠆޡߢ߆ߥߩᦠ⪺ޕᢪ⮮༑ඳࠍㅊߞߡ߇ޢ
߽ߞߣ߽ఝࠇߡࠆߣ⑳ߪᕁߞߡࠆޕᢪ⮮༑ඳߩ⸒ߞߡࠆߣ߅ࠅߦ߿ࠇ߫ޔᢪ⮮߇ߢޟ
߈ߚ߁ߣޠታ߇ታߢ߈ࠆ߆ࠇߘޕᓐߩਥᒛߢࠆ߇ࠇߘޕߛࠅ߅ߣߩߘޕᴺೣߣ
߁߽ߩߛޕᓐߩ⺒ߺขࠅ⢻ജࠍߪߞ߈ࠅߖߟߌߡࠆޕ
ߘߩᢪ⮮༑ඳߢࠆޕޔችၔᢎ⢒ᄢቇ߇߶߷໑৻ᦨᄢߩ⾗ᢱࠍ⫾Ⓧߒߡࠆޕනߦ
ᢪ⮮༑ඳ߭ߣࠅߩ⾗ᢱߣ߁ࠃࠅ߽ᤘߩߪߓ߆ࠄ߹ߢ㧔80 ᐕ㧕ߩޔᣣᧄߩᢎ⢒
ታ〣ߩᧄ⾰ࠍࠎߛ߽ߞߣ߽⦟⾰ߩ╙ 1 ᰴ⾗ᢱ߇ሽߐࠇߡࠆߣ⸒ߞߡࠃ৻ߩߘޕㇱ
ߪ㒝ዻ࿑ᦠ㙚ੑ㓏ޟᢎ⢒ታ〣⾗ᢱቶߦޠዷ␜ߐࠇߡࠆޕ
࡙ࡦߐࠎ߇ᢪ⮮༑ඳߩ⾗ᢱߦ⸅ࠇࠄࠇߚߣ߁ߩߪߡߞߣߦࠎߐࡦ࡙ޔᐘߛߞߚߣ
߁એߦ⑳ߚߜߡߒߘޔᣣᧄߩᢎ⢒ߦߣߞߡᐘㆇߥߎߣߛߞߚ⽿ߦߜߚ⑳ޔߪߩ߁ߣޕ
છ߇ࠆ߇ޔᢪ⮮༑ඳߪ߹ߛߦᣣᧄએᄖߩ࿖ߩޘᢎᏧߚߜ⎇ޔⓥ⠪ߚߜߦᧄᩰ⊛ߦ⚫
ߐࠇߡߥ⎇ߥߚ߳ޕⓥࠍߔࠆࠃࠅޔᢪ⮮༑ඳࠍ⚫ߔࠆᣇ߇ߤࠎߥߦ⇇ߩᢎ⢒ߦነ
ਈߔࠆ߆ߒࠇߥߣ߫ࠇߌߥߒ߆ߣࠎߥޔᕁ⛯ߌߡ߈ߚޕ
ቇ⠪ߚߜߦዯߡ߽߹ࠅ߁ࠇߒߊᕁࠊߥޕታ㓙ߦᬺࠍ߅ߎߥߞߡࠆᢎᏧߦવࠊ
ߞߡ߶ߒ⇟৻ߢߎߘޕᗵߒߡ߽ࠄ߃ࠆߣᕁ߁ޕ
࡙ࡦߐࠎߩ⎇ⓥߪߊࠄߘ߅ޔᢪ⮮༑ඳ߇ᣣᧄએᄖߦ⚫ߐࠇࠆᦨೋߢࠆޕᒝ⺞ߒߚ
ߩߪޔߚߢࠎᦸ߽ߣߞ߽ޔ⡯ߩᢎᏧߦવࠊࠆߣ߁ߎߣߛ⇐߽ߦߢ߹ࠇߎޕቇ↢ߦࠃ
ࠆᢪ⮮༑ඳߩ⎇ⓥߪሽߔࠆ⎇ޟࠆࠁࠊޔߪࠇߘߒ߆ߒޕⓥߩߘޔߡߞߢޠ࿖ߩᢎᏧ
ߚߜߦવࠊࠆߎߣߪߥߛࠈ߁ߩ߆߶ޕᣣᧄߩ⎇ⓥ⠪ߚߜ߽หߓߢࠆޕᣣᧄߩޟᬺ⎇
ⓥޠ㧔ߎࠇ߇⇇⊛ᵹⴕߦߥࠅߟߟࠆ㧕ߦߟߡᶏᄖߦ⚫ߔࠆ⎇ⓥ⠪ߚߜߪᢪ⮮༑ඳࠍ
⍮ࠄߥޕ㧔⑳ߚߜߩജਇ⿷ߢࠆ㧕
ߛ߆ࠄᧄߦࠎߐࡦ࡙ߪ⑳ޔᒰߦᗵ⻢ߒߡࠆޕ
ᣣᧄߢ↢ᵴߒߚߎߩ 1 ᐕඨࠍߣޠߚߞ߆ࠃޟߦࠎߐࡦ࡙ޔᕁߞߡ߽ࠄ߃ࠆ߆ߤ߁߆߽ޕ
ߞߣ߽ߞߣߒߡߍߚ߆ߞߚ߁ߣޔߚߞ߹ߒߢߥߒࠍࠇߎޔᖎ߇ߊߟ߽ࠊߡߊ
ࠆޕ
− 140 −
Introduction
In August, 2009, I was accepted to be a Teacher Training Student by the
Monbukagakusho (MEXT) of Japan. This program consists of two parts, which includes
Japanese language intensive course for six months at Tohoku University and one year a
teacher-training course at Miyagi University of Education.
During this school year, I have had the opportunity to learn the
Japanese
language, Japanese culture, nature, society, education and most importantly, to learn
Physics experiment that is Development of Neutrino experiment using semiconductor
Indium Phosphide in Fukuda`s High Energy Laboratory.
My final report contains 3 parts
1.
2.
3.
My comment on Teacher Training Program
Different aspects of Teacher Training Program
Physics experiment
My comments on the Teacher Training Program
In August, 2009, I was very glad that I was accepted to be a teacher-training
student by the Monbukagakusho (MEXT) of Japan. To study in Japan was one of my dreams
while I was a student in high school. I am very happy because my dream came true.
Once Kumiko san, who is a member of the staff of the Foreign Students Section,
sent me the e-mail with subject of “Information needed for the procedure of reserving my
flight back home”. There were the following questions.
1. Were you able to achieve high quality of research in Japan?
2. Were you able to make good friends with Japanese people?
3. Did you become to like Japanese culture and Japanese people?
4. Would you recommend this program to other people?
5. Do you think this program would be advantageous to your career?
My answer is like that Yes, I was or Yes, I did. Now I want to express my feeling
about Teacher Training program openly and honestly in this final report when I give full
answers to these questions.
1. Were you able to achieve high quality of research in Japan?
Indeed, my perception was very different from the real situation before coming to
the Miyagi Education of University. I did not have any clear idea of what the Teacher
Training Program consisted on. At the beginning of the term, I was surprised because I did
− 141 −
not know who would assign me homework and check them.
But soon I understood that it was a big opportunity to develop myself in subjects
such as to learn Japanese language, to learn Japanese culture and tradition and to adapt
myself to a new life style. Especially I could find self confidence. Yes, I was able o achieve
high quality of research in Japan.
2. Were you able to make good friends with Japanese people?
I invited my parent to visit me in Japan last year in October. My father also asked
me if I could make new friends in Japan. My answer was that I believe that I will be invited
by my friends to their home if I arrive at the airport of about 20 different countries including
Japan.
3. Did you become to like Japanese culture and Japanese people?
I want to say that it is not possible to understand Japanese culture and Japanese
people unless you live in Japan and learn Japanese language.
Of course, I like Japanese culture and Japanese people. They gave me new style of
life and new vision of the universe.
4. Would you recommend this program to other people?
Yes, I will recommend this program to my friends. I will talk about advantage and
chances of this program. And also I will show it in my action.
5. Do you think this program would be advantageous to your career?
Now the relationships between Mongolia and Japan are getting deeper and deeper
year by year. That is why Japanese language is becoming one of the most important foreign
languages in Mongolia. I strongly believe it will be advantageous to my career.
− 142 −
Different aspects of Teacher Training Program
㧝㧚
I went on a school trip to Yamagata ken with my classmates and our Teacher Prof.
Uehara when I studied Japanese language in International Exchange Center of
Tohoku University. I was very excited there.
− 143 −
㧞㧚
Yukata party. It is annual party that it is hold by volunteers of Tohoku University
for international students.
− 144 −
㧟㧚
I am glad to participate in International Food Festival by TUFSA with my family
and my family cooked Mongolian dish.
㧠㧚
I participated Speech Contest.
㧡㧚
I
had
presentation
about
Education
System
of
Mongolian.
Development of Neutrino experiment using semiconductor Indium
Phosphide.
Abstract
One of Prof. Fukuda`s works is Indium Project on Neutrino Observation for Solar
interior (IPNOS) experiment. He has achieved the volume of 20 mm3, and this is world
largest one among InP detectors which observed DŽ's at hundred keV region. In spite of the
depletion layer, most of charge generated by electron hole pair production are collected by an
induction, and the charge collection efficiency and the energy resolution are obtained by 60%
and 25%, respectively.
During this school year, I have had the chance to become acquaintance with new
detectors, to study Prof. Fukuda`s papers and to participate in his experiments.
− 145 −
My experiment
Semiconductor Detector
In these detectors, radiation is measured by means of the number of charge
carriers set free in the detector, which is arranged between two electrodes. Ionizing
radiation produces free electrons and holes. The number of electron-hole pairs is
proportional to the energy transmitted by the radiation to the semiconductor. As a result, a
number of electrons are transferred from the valence band to the conduction band, and an
equal number of holes are created in the valence band. Under the influence of an electric
field, electrons and holes travel to the electrodes, where they result in a pulse that can be
measured in an outer circuit. The holes travel in the opposite direction and can also be
measured. As the amount of energy required to create an electron-hole pair is known, and is
independent of the energy of the incident radiation, measuring the number of electron-hole
pairs allows the energy of the incident radiation to be found.
The energy required for production of electron-hole-pairs is very low compared to
the energy required for production of paired ions in a gas detector. Consequently, in
semiconductor detectors the statistical variation of the pulse height is smaller and the
energy resolution is higher. As the electrons travel fast, the time resolution is also very good,
and is dependent upon rise time. Compared with gaseous ionization detectors, the density of
a semiconductor detector is very high, and charged particles of high energy can give off their
energy in a semiconductor of relatively small dimensions.
− 146 −
We are discussing after experiment.
I am preparing for my experiment.
What isWhat
Indium
is Indium
Phosphide?
Phosphide?
IndiumIndium
phosphide
phosphide (InP) is a binary semiconductor composed of indium and phosphorus. It
has a face-centered cubic crystal structure, identical to that of GaAs and most of the III-V
semiconductors.
InP is used in high-power and high-frequency electronics because of its superior electron
velocity with respect to the more common semiconductors silicon and gallium arsenide. It
also has a direct bandgap, making it useful for optoelectronics devices like laser diodes. InP
is also used as a substrate for epitaxial indium gallium arsenide based opto-electronic
devices.
Indium phosphide also has one of the longest-lived optical phonons of any compound with
the zincblende (As in the rock-salt structure, the two atom types form two interpenetrating
face-centered cubic lattices) crystal structure.
− 147 −
My experiment
I participated in experiment of Prof. Fukuda and his group in last one year. Our group had
4 members who are Prof. Fukuda, an undergraduate student Obata Akira, Watanabe
Kunihiko and Teacher Training student Enkhbat Byambatsogt. I studied low energy solar
neutrino experiment using115In and also made some 3D designs of various detectors.
Our detector is the InP solid state detector (
) using the pn-junction
and the detector observed the DŽ's from the radioactive sources. It was developed by Fukuda
and Suzuki in 1988.
Possible detector is designed for IPNOS experiment. Left figure shows the multi-pixel InP
detector, and right figure shows the hybrid structure which consist of multi-pixel module
and scintillator.
Apparatus:
InP detector, preamplifier, Attenuator, shaping amplifier, ADC-analogy digital
convertor.
One of results
There is the list like that 101209-801-csi-24am-0db-300v.
It is date-detector-scintillator-radio active source-attenuator-bias.
Figure1 of left top of table is to show the result of CsI scintillation and to detect photon and
radiation using Silicon semiconductor. CsI scintillation by 5.5MeV alpha ray + 60KeV
gamma rays
Figure1 of left bottom of table is to show the result of CsI scintillation attached paper and to
detect photon and radiation using InP semiconductor. Only 60KeV gamma ray
Figure1 of right top of table is to show only 60 keV and radiation using InP semiconductor.
− 148 −
Figure1 of left bottom of table is to show the result of 60keV and radiation using InP
semiconductor.
Figure 1 Observation of CsI Scintillation light using Si and InP semiconductor
In case of Si diode, the expected number is 220000 photon/MeV, energy of alpha particle is
~4.0 MeV, transmission percent of scintillation light (550nm) , quantum efficiency is 0.80,
solid angle is 0.4 and amount of charge is 1.6X10-19 C.
There are expected charge is calculated byʹʹͲͲͲͲ כͶ Ͳ כǤͺͲ Ͳ כǤͶ ͳ כǤ ିͲͳ כଵଽ ൌ ͶǤͷ
.
But in case of InP detector, ability of sapphire window transmission is 0.85, quantum
efficiency is 0.8, solid angle is 0.2 and transmission effect of Cr-Au electrode is 0.2.
ʹʹͲͲͲͲ כͶǤͷ Ͳ כǤʹ Ͳ כǤͺͷ Ͳ כǤͺͲ Ͳ כǤʹ ͳ כǤ ିͲͳ כଵଽ ൌ ͲǤ͵ͺ
(1fermi=10-15) This is quite
consisted with observed spectrum. However InP could not detect photon because of their
thick electrode.
Conclusion
. The aim of our work is to modified Cr-Au electrode to detect scintillation light. The
electrode of Cr-Au of InP should be as thin as possible. Our current thickness of electrode is
100Έm. It is impossible to thin it more. There could be two other choices to modify it
either to change structure of electrode or to reduce the coverage of electrode.
− 149 −
Acknowledgments
I thank Japanese Government, all teachers who teach me, and Suganami Kumiko for
help me to study in Japan.
My advisor Professor Fukuda Yoshiyki, his student Obata
Akira, and Watanabe Kunihiko always helped me.
References
Nuclear Instruments and Methods in Physics Research A 623(2010)460.
http://en.wikipedia.org/wiki/InP
http://www.canberra.com/products/669.asp
http://www.google.co.jp/images?q=semiconductor+detector&oe
− 150 −
Comments
7th of February, 2011
Fukuda Yoshiyuki
Mr. Enkhbat Byambatsogt learned about the education system of Japanese school and
took participate in the physics research in my laboratory.
For former case, he went our affiliated junior high school and joined the opening lecture.
Also he was learning Japanese, not only Hiragana but Grammer, for his understanding
of Japanese culture. This looks me quite interest in his motivation.
He also worked for the researching process. For the latter case, he helped us to produce
some illustrations which was drawn about the future detector system using PovRay
drawer. This software is free software, however, it is not so easy to use with well
understanding, even though the manual was not well prepared. He tried to use older
illustration which has been drawn by previous students, and he understood the source
code, then he produced recent image of IPNOS-I proto-type experiment which will
measure the scintillation light from liquid xenon by InP semiconductor detector.
Finally he tried to obtain the physics results from actual measurement of scintillation
lights from CsI scintillator using the proto-type InP detector. This was actual research
for our laboratory. He understood what we should measure and what we have to get for
the next experiment.
In conclusion, he got a lot of things not only educational items but the advanced physics
research such as Neutrino Physics, which he never met in his country. I believe that he
will have his scientific lecture with this experience and tell a lot of children to have a lot
of interest in Nature and Science.
− 151 −
⋡ ᰴ
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