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外国語教育における質問力と観察力に注目したイノベーシ
ョン思考スキルの育成

Author(s)YU, XIAOLING

CitationIssue Date

2024-06

TypeThesis or Dissertation

Text version

noneURL

http://hdl.handle.net/10119/19328

RightsDescription

Supervisor: 由井薗 隆也, 先端科学技術研究科, 博士

Japan Advanced Institute of Science and Technology

氏名于

晓 玲

学

位の種類

博士（知識科学）

学位記番号

博知第 357 号

学 位 授 与 年 月 日
論文題

目論 文 審 査 委 員

令和 6 年 6 月 24 日
外国語教育における質問力と観察力に注目したイノベーション思考ス
キルの育成
由井薗 隆也

北陸先端科学技術大学院大学教授

西本 一志

同教授

長谷川 忍

同教授

金井 秀明

同准教授

放送大学特任教授

宗森純

論文の内容の要旨
This study designed two foreign language pedagogies to improve students' innovative thinking
skills and investigated their effectiveness. In addition, the influencing factors of foreign language
teachers' acceptance of the pedagogies were investigated, and a model of acceptance of the pedagogy
was constructed.
Innovation, as an important capability in the 21st century, is an important catalyst for people
to make progress in a rapidly changing world. Given the importance of innovation and society's
demand for talents who can innovate, courses in many subject areas of higher education have begun
to focus on the cultivation of innovative thinking, including foreign language subjects. However, mostexisting foreign language pedagogies mainly focus on the cultivation of language knowledge andskills, and there is little research on the development of foreign language pedagogies that improve
innovative thinking.
In order to solve the above problem, this study focused on the questioning ability andobservation ability that represent innovative thinking skills, improved the questioning activities andvideo-audio-visual activities commonly used in foreign language education, and designed two foreign
language pedagogies, and investigated their effectiveness.
The foreign language pedagogy centered on student questioning activities promoted students'
questioning abilities through three links: Question brainstorming, Question polishing and sharing,and Reflection. Through the intervention of eight lectures for four weeks, the results showed that
this pedagogy improved questioning ability both quantitatively and qualitatively. Questioning
ability was improved in the four cognitive dimension categories of “apply”, “analyze”, “evaluate” and“create”. In particular, the significant improvement in questions in the two cognitive dimensions of“evaluate” and “create” confirmed the effectiveness of this pedagogy in improving questioning ability
that represent innovative thinking skills. In addition, this pedagogy improved students' attitudes
toward questions, their idea generation ability (fluency, flexibility, and originality) and target
language ability (vocabulary and grammar).
The foreign language pedagogy centered on student observation activities promoted students'observation ability through three links: Warm-up based on picture observation, Discussion based on

video observation, Discussion and sharing for reflection. Through eight lectures lasting four weeks,
the results showed that this pedagogy improved observation ability both quantitatively andqualitatively. The amount of information gained by the students in the three cognitive domains of“understand” and “create” was intentionally increased. In particular, the the significant
improvement in the cognitive domains of “create” demonstrated the effectiveness of this pedagogy inimproving observation ability, which represent innovative thinking skills. In addition, this pedagogy
improved the students' attitudes towards observation, their idea generation skills (fluency, flexibility,and originality) and target language ability (vocabulary and reading comprehension).
In addition, this study investigated the influencing factors of foreign language teachers'
acceptance of pedagogies that improve questioning and observation abilities which represent
innovative thinking skills, and constructed a model of pedagogical acceptability. Based on Groundedtheory, a qualitative analysis of the content of semi-structured interviews conducted with foreign
language teachers on the acceptance of pedagogies was conducted. The results showed that theCentral Phenomenon (Core Category) is the acceptance of the pedagogies. Around the Central
Phenomenon, the influencing factors of the acceptance of the pedagogies were determined: CausalCondition (the inapplicability of the existing pedagogies) is the reason why the Central Phenomenon
occurred. Intervention conditions (teachers' knowledge and abilities, students' knowledge andabilities, teaching progress) played a key determining role; Action-interaction strategy(improvement and promotion of pedagogy) played a regulating role.
The two foreign language pedagogies helped students improve their innovative thinking skills,
language ability, and idea-generation ability; The pedagogies will become useful reference for foreign
language teaching reform by adding two new pedagogies based on improving innovative thinking
education. In addition, it will provide a theoretical reference for the formulation of relevant policies
for accepting and introducing new pedagogies in teaching reform.
Keywords ： Innovative thinking skills, Foreign language education, Questioning, Observing,Pedagogy, Acceptability
論文審査の結果の要旨
21 世紀は，誰もがイノベーションに貢献できる能力が求められる時代であり，外国語教育分野においても，外国語の専門能力とイノベータースキルを教授することが必要となっている．本研究はイノベータースキルとして「質問力」，「観察力」に注目した外国語教授法を設計し，大学講義で評価するとともに，外国語教師へのインタビュー調査をもとに，その受容モデルを示した成果である．
（研究１）「質問力」のための外国語教授法では，「クエスチョンストーミング」，「質問の磨き上げと共有」，「振り返り」の 3 つのセッションを通し，学生の質問力の向上を促した．その結果，4 週間にわたる 8 回の講義を通し，「応用する」「分析する」「評価する」「創造する」という 4 つの認知カテゴリーにおいて質問力を向上させた．また，学生の質問に対する態度，アイデア創出力(流暢性，柔軟性，独創性)および目標言語能力(語彙力と文法力)を向上する結果を得た．
（研究２）「観察力」のための外国語教授法は，「写真観察に基づくウォーミングアップ」，「ビデオ観察に基づくグループディスカッション」，「振り返りのためのディスカッションと共有」の 3 つのセッションを通し，学生の観察力の向上を促した．その結果，4 週間にわたる 8 回の講義を通し，観察力が量的にも質的にも向上し，「記憶する」「理解する」「創造する」という 3 つの認知カテゴリーにおいて学生が得られる情報量の増加を確認した．また，この提案した教授法は，学生の観察に対する態度，アイデア創出力(流暢性，柔軟性，独創性)と目標言語能力(語彙力と読解力)を向上する結果を得た．
（研究３）これら教授法に関して，外国語教師の受容性の影響要因をインタビュー調査し，教授法の受容性モデルを構築した．グラウンデッド・セオリー・アプローチに基づき，中心的な現象として教授法の受容性に影響を与える三つの要因「因果条件である既存の教授法が適用できないこと」，「介入
条件は教師の知識と能力，学生の知識と能力，授業の進捗で構成させること」，「アクション・インタラクションの戦略として教授法の改善とプロモーションであること」をまとめた．
教授手法の評価が前後比較であり，その効果を強く主張できないという課題はあるが，国際的な「思考スキルと創造性」研究として，外国語教育においてイノベータースキル（質問力，観察力）の教授法を設計・実践評価したことは先駆的であり，かつ，２つの教授法はアイデア創出力全般に効果があり，外国語学習において相補的であることを示した点は，新しく，価値ある成果である．
以上，本論文は，外国語教育におけるイノベータースキル教授法において，学術的に貢献するところが大きい．よって博士（知識科学）の学位論文として十分価値あるものと認めた．