The Mutual Aid Reading Model Introduces An Empirical Study Of Japanese Language Education In Universities

Study on peer-reading and peer-learning,either in theory or in practice,and the possibility of application in second language education,have been made remarkable achievements in foreign countries.However,in China,the English education area have begun to introduce foreign research results about this field from 2005,but it was limited to an introduction to the theory and the effect of peer-reading.Even Japanese education is falling behind the development of English education.According to the author’s survey of Japanese learners,College Japanese is taught through the"teacher-led" largely,so the learners call for changing the traditional mode of education.Therefore,based on the theory of "zone of proximal development;ZPD",this study conducted an empirical research.With a detailed surveying about the forms of peer-reading,this study explored the possibility of introducing peer-reading into the Japanese college education.Regarding Japanese second-grade students as the object,this study was designed two lesson plans.The lesson plan 1 added the elements of jigsaw reading into process reading,and the lesson plan 2 was a typical practice of process reading.The author recorded the practice class and wrote down all message.The message showed that the manifestation of peer-reading,including assistance with partners,teacher’s help,and confirmed by the member.If necessary,teacher’s help can be a participation of team members,a reminding or a punctuation.Moreover,learners thought that peer-learning can’t only promote the reading in effectively,but also increasing the fun of reading.Therefore,this study confirmed that peer-reading is helpful in expanding learning resources,increasing learners’ interest in reading,diversifying reading viewpoints and socializing classroom activities.This study also proved that is an effective way of promoting reading,and it is necessary and possible to introduce peer-reading into Japanese College education.In addition,during the period of learning,the balance between group activities and individual activities has an influence on peer-learning.This paper argued that,when introducing peer-reading into Japanese College education,we should pay attention to the following three points.① Regarding the learner as an individual,making team members share information more fairly.②According to learners’ ability,designing the lesson plan with a good combination between Procedural knowledge and declarative knowledge,and topic worthy discussed.③Designing the peer-learning activities,which can not only promote individual’s thinking ability,but also contribute to group interaction.Furthermore,the study also pointed out designing topics worthy discussed and activities promoting individual’s thinking are necessary in the future.