Design and Practice of Japanese Interactive Teaching Systems in Colleges and Universities Under the Background of Big Data

Introduction

With the continuous development of information technology, various learning platforms have been developed one after another, greatly expanding the teaching space. The rise of mobile internet, in particular, has broken the limitations of traditional classroom time and space, allowing students to study anytime and anywhere (Alismaiel, 2021). This technological advancement allows students to access classroom content, understand challenging points, and embrace mobile learning (Ujuagu et al., 2020). At the same time, educators can monitor students’ preview, review, and knowledge mastery in real-time. Using the interactive advantages of the Internet+, educators can engage in online communication with students, fostering an accessible and dynamic atmosphere (Bo & Xiao-Long, 2021).

Language learning, particularly in the context of learning Japanese, requires significant input and original input. Traditional Japanese classrooms have relied on textbooks, often lacking diverse learning resources (Levy et al., 2022). However, under the background of Internet +, various Japanese-related learning resources are found on the internet. These resources include original audio and video, online novel picture books, various dictionaries, databases, and online courses. These materials are very rich, providing lifelike representations of the language (Park et al., 2020). Through mobile internet terminals, students can immerse themselves in the Japanese context, engaging in learning activities at any time and any place (Khai, 2020).

Today, higher education aims to cultivate innovative talents with comprehensive qualities, especially in science and engineering colleges, where there is more focus on the cultivation of students’ innovation and practical abilities. The teaching of Japanese majors at colleges and universities typically begins with the basics (Ujuagu et al., 2020). Compared with English majors, students pursuing Japanese majors must learn more content within a limited time. At the same time, Japanese majors in science and engineering colleges have unique characteristics that set them apart.

First, most of the students enrolled in Japanese majors at polytechnic colleges are science-oriented students (Muller, 2020). This demographic tends to face challenges in language learning, displaying limited enthusiasm for acquiring language skills (Reddy & Singaravelu, 2020). Students often feel powerless when learning Japanese, leading to relatively low learning efficiency (Mackey et al., 2020).

Second, to adapt to the educational characteristics of application-oriented universities, most colleges and universities continue to increase practical teaching credits while also reducing classroom teaching hours in terms of a credit-setting strategy. This shift leads to a shortage of school hours for Japanese majors, hindering the inability to complete the teaching content in a comprehensive manner. The combination of a single teaching method and limited teaching hours poses challenges when improving the overall teaching effectiveness (Noboru & Kuninobu, 2020).

Third, with the popularization and development of network technology, the use of multimedia technology in teaching and the integration of network resources for subject-based teaching have gained prominence (Otsuka et al., 2021). However, there are persistent challenges in the effective utilization of network resources. For instance, heavy reliance on communication platforms like QQ and WeChat has led to low utilization rates for other network platforms. Regarding the use of online learning resources, there is a phenomenon of blind use, where students resort to platforms like Baidu Wenku ad Youku, ignoring the potential benefits of professional e-learning resources designed for Japanese reading and online dictionaries (Yoko & Takashi, 2020).

Big data education provides abundant resources for educators of Japanese majors in polytechnic colleges, presenting opportunities to choose diversified teaching modes (Matsumoto et al., 2020). The extensive information resources provided by big data can be used to supplement teaching content, optimize the classroom experience, strengthen extracurricular activities, transform traditional classrooms, realize new combinations of in-class and extracurricular activities, and guide the students to take initiative in self-directed learning (Mühleder et al., 2020).