Abstract-Foreign language education has two goals, one is linguistic and literary goal, and the other is social humanistic goal. Social humanistic education refers to intercultural education, aimed at cultivating cross-cultural awareness, knowledge, and ability to live in harmony with people from different cultural backgrounds, then effectively communicate and cooperate with each other. In the era of global economic integration, it is imminent to cultivate Japanese talents with intercultural communicative competence. Traditional way of teaching Japanese focuses on cultivating students'language application ability, while neglects the cultivation of intercultural communicative competence. This study has analyzed the causes of intercultural communication barriers and offers effective ways to cultivate intercultural communicative competence in Japanese language teaching.
The development of information technology has had a revolutionary impact on education. New teaching modes such as moocs, flipped classroom are changing the traditional teaching mode. Flipped classroom is a new teaching mode which originated in the West. It has been well received abroad and impacted the traditional teaching mode. Flipped classroom is to turn over the traditional classroom, impart knowledge outside the classroom, and internalize knowledge within the classroom. Knowledge impart is taught by teachers to create video, and students can complete the instruction of teachers in video in their home or outside class, and return to the classroom to discuss and consolidate the teaching form of the learned knowledge. At present, the use of flipped classroom teaching mode is seldom seen in Japanese teaching. This paper mainly studies the feasibility, advantages and problems of flipped classroom in Japanese teaching.
As higher education informatization gradually goes deep into the era of Internet plus, blending teaching has become a common concern. Blending teaching emphasizes applying the proper technology at the right time to achieve the best teaching goals. Effective teaching must be studentcentered and get students deeply involved in the teaching process. This paper explores the specific implementation and application of blending teaching mode in the course of Japanese Intensive Reading in the context of network.
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