学習者中心の授業運営の試み–多人数クラスの現状と問題点を中心に–

以學習者為主的班級經營嘗試──以大班班級的現狀和問題為例（Experiment of Learner-Oriented Group Discussion Courses: An Example of Large Classes Lesson Management）

近年來，日語教育的形態已從教師主導的授課方式轉變成以學習者為主的形態進行。一般來說，以學習者為主的班級經營是以小組討論的方式進行，注重與同儕互動且共同解決課題，教師則是扮演從旁支持的角色。以學習者為主的小組討論課程，不僅能提高學習的興趣與意識，更能活絡課程，因此有必要將以學習者為主的班級經營積極地導入教室活動。但大班班級要有效率地進行教室活動並不是件容易的事，因此常常變成教師對學習者的單方向授課。然而，對教師而言，如何讓大班班級的課程與教室活動有效率地進行？如何對應學習者的多樣性？如何充分地利用有限的上課時間？這些都是概論式課程的重要課題。本研究以概論課為例，調查了日本地理．旅遊．觀光等相關課程的開課狀況與修課人數，且分析了大班班級的現狀並探究其問題所在。另外，還以修課人數100人以上的「日本旅遊概論」為例，分析概論課的班級經營結果，同時進行了大班班級的現狀與教室活動產生的種種問題。 In recent years, Japanese education teaching methods have changed from instructor-led methods to learner-oriented forms. Learner-oriented class management, in general, is conducted by using a group discussion that focuses on interaction and solving problems with peers. Teachers play a supportive role during the discussion. Learner-based group discussion courses can not only improve the interest and awareness of learning, and improve participation in activities, but also allows for learner-oriented class management of the classroom. However, it is not always easy to carry out classroom activities efficiently in large class settings, it often becomes one-way instructor-led teaching. How can an instructor enable large class course discussions and classroom activities efficiently and carry them out? How can an instructor respond to the students’ diversity? How can you make full use of limited class time? These are the key topics of theoretical lessons. In this paper, the course investigates the current situation of Japanese geography courses, Japanese tourism, and Japanese sight-seeing, and analyzes the current situation of the course and the large class lesson management. Take the Japan Tourism Introduction class, which has more than 100 students in the class, as an example to evaluate the results of the class operation, the problems of the classes, and the complications resulting from the classroom activities.