著者

野元 弘幸 青木 直子 大串 隆吉 新海 英行 衣川 隆生

出版者

東京都立大学

雑誌

基盤研究(C)

巻号頁・発行日

1999

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本研究は、外国人住民の日本語読み書き能力が著しく劣り、地域において日本語文字によるコミュニケーションが成立していないのではないかという問題関心から、日系ブラジル人集住地区(愛知県豊田市保見団地)で、日系ブラジル人を対象とした大規模な読み書き能力調査を実施した。また、その調査結果をもとに、読み書き能力の習得を位置づけた日本語教育プログラムの開発を試みた。本研究の成果は以下にまとめることができる。(1)外国人住民の日本語読み書き能力が低く、極めて深刻な状態にあることを明らかにした。自動車・家電製品の工場で働く人の7割強が、「危険」を「読めないし意味もわからない」状態にあることが明らかとなった。また、46%しか、自分の姓名をカタカナで正確に書けないことも明らかとなった。(2)集住地域に対象を限定し、地域内で被調査者が日常的に見る標識や表示を調査に利用するという特徴的な調査であったために、当該地域において文字によるコミュニケーションが成立していない可能性が極めて高いこと示す結果を得た。(3)漢字に比べると、ひらがな・カタカナの習得状況は良く、日本で働き生活する外国人住民の基礎教養としてひらがな・カタカナの習得を促す根拠を明らかにできた。以上のような成果をもとに、日本語教育政策の新たな展開と、日本語読み書き能力の習得を伴う新しい日本語教育プログラムの開発を試みることができた。

著者

新海 英行 木見尻 哲生

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育学科 (ISSN:04657748)

巻号頁・発行日

vol.42, no.2, pp.337-346, 1996-03-25

著者

新海 英行 Hideyuki Shinkai

雑誌

研究紀要 = Nagoya Ryujo Junior College annual report of studies (ISSN:13427997)

巻号頁・発行日

vol.36, pp.1-7, 2014-12-20

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In June, 2002, the Act of Local Autonomy was amended, and it was decided for the public sector to be able to consign management of the public facility to such private sectors as the third sector, NPO and private company. This ystem's aim is to decease financial burden of the local public body, to enlarge efficiency of administration of the local public body, and to provide better support than before. In recent years, they discuss whether this system is efficient or not. Some of them say that economic sufficiency is not significant, although money is dispensable for management of library.In this paper I describe the recent situation and problem of this system in some cities and Nagoya city. As the hypothetical conclusion, I propose six idears,. They are as follows.1 The aim of library is not economic efficiency of government and administration, but `succession of history and culture' in community.2 The central value of library is `publicity' because it should be opened to all people who want to read books and use library.3 Library should be managed by `specialty' of librarian which is educated with science and experience for many years.4 Library needs `continuity' of librarian work for many years based on community and it' people's life, because any librarian work will be unable to be established for only a few years.As I described above, I can find some problems in this system as they claim in communities in Nagoya city.In the next paper which I will write in the near future, I would like to clarify demonstratively the essential character of this system on data of community people (especially user of library).

著者

新海 英行 木見尻 哲生

出版者

名古屋大学

雑誌

名古屋大學教育學部紀要. 教育学科 (ISSN:04657748)

巻号頁・発行日

vol.42, no.1, pp.197-211, 1995-09-30

著者

新海 英行

雑誌

研究紀要 (ISSN:13427997)

巻号頁・発行日

vol.38, pp.7-28, 2016-12-20

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Soon after I entered the university, I joined a group which supports youth activities in local area and as a member of the group I experienced some volunteer activities. Through these experiences I recognized that people naturally thrive in school educational context as well as social context which includes families, local communities, and workplaces. Perhaps you can even argue that social context may play larger role in the formation of personality than the school education does. That is why I became interested in identifying the significance of social education, the reason why social education came into being, and the ideological as well as historical characteristics of social education. Thus, I selected social education as my major study subject. So far, I have been engaged in (1) the theoretical and political study of social education (life-long learning ), (2) the study of the modern history of social education, (3) the research of the social educational practice in the local communities of Tokai area, particularly in Aichi prefecture, (4) and the comparative study of ‘Volkshochshule’(Folk High School) in Germany with Japanese social educational institution, all of which were analized from the viewpoint of right to education. In this paper, I try to look back what I have studied so far about modern history of social education which constituted from two epochs, namely the period of 1920 years and the period between 1945 and 1952. Firstly, this study involves the ideology and policy of social education in the period between two World Wars. In particular, during the days of ‘Taishou-Democracy’, some liberal, democratic social educational ideas were glowing among several senior government officials (Kajyu Norisugi, Unosuke Kawamoto, etc) within the ministry of education under the thoughtful influence of‘New Education’ (Progressive Education) of USA. Those government officials criticized social education controlled under the nationalistic policy, and insisted that ‘Self-Learning’ ‘Educational Democracy’ and ‘Educational Autonomy’ should be established as the basic idea of social education. They also criticized the formal school system without free method of education, and proposed extension of compulsory education to be upgraded from 4 years to 6 years , the school committee to be governed by representatives of community-people, and establishment of libraryin community. Regrettably those liberal ideas about social education had disappeared before long under the nationalistic and militaristic policy. They had been unrealized until the democratic reform which happened only after the World War 2. Secondly, another study that I undertook is the analysis of social educational policy of GHQ/SCAP. CI&E. GHQ’s policy of social education was also one of occupational policies. It’s aim was Demilitarization and Democratization of Japan. In order to realize them, CI&E (represented by J.M Nelson,etc)recognizing social education so important , criticized super-military nationalism enforced by Confucianism and Shintouism, and valued positively liberal social education in the days of Taishou-Democracy. They encouraged for the Japanese government to establish ‘Kouminkan’ ( Citizen’s Public Hall ) and to enact ‘Shakaikyouikuhou’( the Law of Social Education ) based on freedom of education , right to social education and independence of social education from politics involved in the Constitution and the Fundamental Law of Education even though they were compelled by the occupational authority. Through the two above described studies I could find continuity of modern social education between social education in the period of Taisho Democracy and the one in the days soon after the World War 2.