著者

原田 大樹

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第二部 文化教育開発関連領域 (ISSN:13465554)

巻号頁・発行日

no.58, pp.149-156, 2009

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There are two purposes of this paper; 1)to clarify what is actually being practiced about "penalty" and "encouragement", in a classroom revel, referring to a practice which is done after the war in Kagoshima, and 2) to point out the change of nature of it compared with that of the prewar. It is found that cards or red balls are used as "penalty" after the war. However, these variation have the same effect as that of "penalty board" in terms of imposing a penalty for students. On the other hand, when I watch "encouragement" 7 example, there is the thing which there is not despite "A label" inside. It is considered as an important way to give students awards in order to encourage them to speak the common language. "Hougenhuda" - "penalty board" for practice common language, and "encouragement", which encourages students to use the common language, was being used in order to give students an incentive of speaking the common language. The similarities between the prewar "Hougenhuda" and the postwar are; 1) the role of it and 2) the situation of using it. The difference is that after war, teachers came to use it not only as a punishment but also encouragement of speaking the common language.