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首页> 外文会议>IIAI International Congress on Advanced Applied Informatics >A Trans-Graduate-School Education Program Awaking Competencies to Graduate Students in Research University: The Concept of Nitobe School Program in Hokkaido University
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A Trans-Graduate-School Education Program Awaking Competencies to Graduate Students in Research University: The Concept of Nitobe School Program in Hokkaido University

机译：跨研究所教育计划唤醒了研究大学研究生的能力：北海道大学的NITOBE学校计划的概念

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To correspond to drastic change in international society such as “globalization”, graduate education plays a key role in development of human resources to nurture competencies such as transferable skills as well as their advanced specialty. We report a new trans-graduate-school educational program called the “Nitobe School” in Hokkaido University, which has unique trials and mechanisms: “3+1 Competencies”, “Microcosm of international society”, “NITOBE Portfolio”, and “Systems of Mentors and Advisors”. Nitobe School give students supportive push to respect and understand different discipline, nationalities, cultures, and discussing in suitable language. Especially, “Microcosm of international society”, i.e. various students having different background learn together in a class room, works well for the students for whom English is not the first language and discuss with diverse students. We spent one year to prepare the coursework as “microcosm of international society” and applied many different mechanisms for promoting students' proactive learning and quality assurance of Nitobe School. In order to realize “microcosm of international society”, it is required for professors as well as students to deeply respect and understand key differences. With these skills and understandings, a good platform can be build for faculty development and student guidance.
机译：为了符合国际社会的激烈变化，如“全球化”，研究生教育在人力资源开发中发挥着关键作用，以培育可转让技能等能力以及他们的先进专业。我们举报了一项新的跨研究所教育计划，称为“NITOBE学校”，北海道大学，具有独特的试验和机制：“3 + 1竞争力”，“国际社会微观”，“NITOBE投资组合”和“系统导师和顾问“。 Nitobe School为学生提供支持，尊重和理解不同的纪律，民族，文化，并以合适的语言讨论。特别是“国际社会的微观科目”，即各种各样的学生在课堂上一起学习，适用于英语不是第一语言的学生，并与各种学生讨论。我们花了一年的时间来准备课程，作为“国际社会的微科学”，并应用了许多不同的机制，促进学生主动学习和尼尼哥学校的质量保证。为了实现“国际社会的微科学”，教授和学生都需要深入尊重和理解关键差异。通过这些技能和理解，可以为教师发展和学生指导建立一个良好的平台。

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