在全球化背景下,日语作为一门小语种,正逐渐被纳入我国部分小学的课程体系。如何通过同伴互动和超语学习策略提高儿童的语言能力,成为日语教学中的重要议题。本研究基于琥珀小学三至六年级“美好课程”日语课堂的实证研究,通过课堂观察法、案例分析法和超语策略实践,全面记录儿童在课堂中的语言选择、同伴互动和教师干预等行为。研究选取具有代表性的课堂数据和典型案例,分析同伴互动对儿童学习参与度和日语应用能力的影响,从而为儿童日语教学的理论发展与实践改进提供参考。In the context of globalization, Japanese, as a minor language, has gradually been integrated into the curriculum of some primary schools in China. Enhancing students’ language abilities through peer interaction and translanguaging strategies has become a significant topic in Japanese language education. This study is based on empirical research conducted in the “Beautiful Curriculum” Japanese classes for grades 3 to 6 at Amber Primary School. Using classroom observation, case analysis, and translanguaging practices, the study comprehensively recorded students’ language choices, peer interactions, and teacher interventions during lessons. Representative classroom data and typical cases were selected to analyze the impact of peer interaction on students’ learning engagement and their ability to apply Japanese. This research aims to provide theoretical and practical references for improving the development of children’s Japanese education.
文章旨在比较线上和线下小组活动在英语口语教学中的效果和影响因素。研究对象为16名英语专业本科生,分为四组,分别进行线上和线下以“英语教学”和“英语学习”为主题的小组讨论。研究通过课堂观察、问卷调查和访谈收集数据,分析了线上线下小组活动在口语流利度、准确度、互动意愿等方面的差异,并探讨了影响活动效果的因素。研究发现,线上小组活动口语更流利、开展更便捷,但互动意愿较弱;线下小组活动口语更丰富、互动更活跃,但受主观因素影响较大。线上活动受外部因素影响较大,线下活动受内部因素影响较大。最终,研究建议结合线上线下小组活动的优势,进行混合式教学。研究还探讨了后疫情时代线上线下混合式教学模式的应用,对优化英语口语教学方法具有一定的参考价值。The purpose of this paper is to compare the effects and influencing factors of online and offline group activities in oral English teaching. The study consisted of 16 undergraduate English majors divided into four groups and conducted online and offline group discussions on the themes of “English Teaching” and “English Learning”. Through classroom observation, questionnaire surveys, and interviews, this study analyzed the differences in oral fluency, accuracy, and willingness to interact in online and offline group activities and explored the factors affecting the effectiveness of the activities. The results showed that online group activities were more fluent and more convenient to carry out, but the willingness to interact was weaker. Offline group activities were more eloquent and interactive, but they were greatly affected by subjective factors. Online activities are greatly affected by external factors, while offline activities are greatly affected by internal factors. Finally, the study suggested that blended teaching should be carried out by combining the advantages of online and offline group
