CAJ | 학술논문

微博是随着科学技术与网络的发展而兴起的一种流行的社交媒体，其在教育中的应用不断受到教育者们的重视。本研究采用多种方法，通过对一名日本外教及其学生在微博环境下的交流互动活动进行分析与研究，探讨了在微博环境下，师生是如何进行交流互动的，又是如何促进日语的教与学的。文章首先采用质性研究，对课程期间外教微博上师生的交流内容进行内容分析，发现通过微博，教师为学生提供了工具性（学业）和情感性的支持，使学生的学习动机得到激发，能够从认知、情感等多方面促进学生的学习活动，构建亲密友好的师生关系。然后使用问卷对学生使用微博与教师进行互动的情况及感受（主要包括“微博对课程的益处的感受”及“个人投入和满意度”两方面）进行了调查，结果发现，学生在“微博给课程所带来的益处的感受”和“个人投入及满意度”上的得分在中等偏上，但是通过微博与教师进行过互动的学生比没有互动过的学生在两个方面上具有显著差异，互动过的学生报告受益更多，个人投入和满意度更高。同时还发现，大二学生比起大三学生在这两个方面的感受更积极。总之，将微博作为传统课堂的辅助工具，通过师生互动交流，有助于相关课程及语言的学习。
미박시수착과학기술여망락적발전이흥기적일충류행적사교매체，기재교육중적응용불단수도교육자문적중시。본연구채용다충방법，통과대일명일본외교급기학생재미박배경하적교류호동활동진행분석여연구，탐토료재미박배경하，사생시여하진행교류호동적，우시여하촉진일어적교여학적。문장수선채용질성연구，대과정기간외교미박상사생적교류내용진행내용분석，발현통과미박，교사위학생제공료공구성（학업）화정감성적지지，사학생적학습동궤득도격발，능구종인지、정감등다방면촉진학생적학습활동，구건친밀우호적사생관계。연후사용문권대학생사용미박여교사진행호동적정황급감수（주요포괄“미박대과정적익처적감수”급“개인투입화만의도”량방면）진행료조사，결과발현，학생재“미박급과정소대래적익처적감수”화“개인투입급만의도”상적득분재중등편상，단시통과미박여교사진행과호동적학생비몰유호동과적학생재량개방면상구유현저차이，호동과적학생보고수익경다，개인투입화만의도경고。동시환발현，대이학생비기대삼학생재저량개방면적감수경적겁。총지，장미박작위전통과당적보조공구，통과사생호동교류，유조우상관과정급어언적학습。
Micro-blog is one of new popular social intercourse media with the development of tech-nology and internet , the use of which in education has caused educators'great attention . This research uses many kinds of methods , through the analysis and study of the interaction between a Japanese teacher and his students'interaction in micro-blog environment , discusses how teachers and students interact with each other and how to promote the Japanese teaching and learning in the micro-blog envi-ronment . First , through using qualitative research to analyze the content of micro-blog communica-tion , we discover that teachers and students build a close and friendly relationship : teachers provide students with instrumental and emotional support ; students receive stimulation of learning motiva-tion , cognition , emotion , and many other learning activities . Then we use the questionnaire to con -duct a survey about the students ' feeling by using micro-blog ( including " the benefits to course through micro-blog" and "personal commitment and satisfaction") , and the result shows that the students who communicate with teachers by micro-blog get more satisfactory results in "the benefits to course through micro-blog" and "individual investment and the degree of satisfaction " than those students who have not interaction with teachers . It also shows that sophomore students in both areas are more active than junior students . In short , we can take micro-blog as an auxiliary tool for tradi-tional classroom ,and the interaction between teachers and students may contribute to related courses and language learning .