AUC-GS学習モデルに基づく日本人学生を対象とした心理教育的な異文化間教育の試み

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タイトル別名
  • Psycho-educational Cross-cultural Education Based on the AUC-GS Learning Model: Examining the Impact on Japanese Students
  • AUC-GS ガクシュウ モデル ニ モトズク ニホンジン ガクセイ オ タイショウ ト シタ シンリ キョウイクテキ ナ イブンカ カン キョウイク ノ ココロミ

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<p>Psycho-educational cross-cultural education based on the AUC-GS learning model was provided to Japanese students, and its effect was investigated. The educational program entailed three steps, namely culture-awareness (Awareness: A), understanding cross-cultural contact (Understanding: U) and coping with different cultures (Coping: C). In addition, it included two levels, i.e., culture-general (General: G) and culture-specific (Specific: S). Thus the education program was organized across six cells, comprising ten parts. Fifteen lectures, which lasted for 1.5 hours each, were offered to Japanese university students, and the responses of nineteen participants were analyzed. Findings revealed that in the AG cell, the participants’ awareness to different cultures had been enhanced through the cognition map exercise. In the AS cell, their awareness regarding the existence of certain cultures, including their own, had improved. In the UG cell, the knowledge and understanding concerning what happened in cross-cultural situations had improved in general, owing to the simulation game. In the US cell, an understanding related to adjustment and maladjustment between certain cultures had been developed, via analyzing the movie that was screened. In the CG cell, explanation and interactive conversation as the general mode of corresponding in cross-cultural contact had improved, owing to the use of the culture-assimilator and role-play. Finally, in the CS cell, participants had learned culture-specific behaviors for certain cultures. On the whole, participants who were interested in learning utilized the experiences like exercises, and benefitted from the cognitive, behavioral, and emotional impact of the education. Further, cells were found to have cumulative effects, and exerted a combined function.</p>

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  • 異文化間教育

    異文化間教育 41 (0), 127-143, 2015-03-31

    異文化間教育学会

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