文献一覧: 長田友紀 (著者)

2 0 0 0 OA 輸出型国語教育への転換にむけて

著者: 長田友紀
出版者: 日本読書学会
雑誌: 読書科学 (ISSN:0387284X)
巻号頁・発行日: vol.58, no.3, pp.122-132, 2016-10-31 (Released:2016-12-07)
参考文献数: 30

The purpose of this study is to examine, based on a case study in Myanmar, the challenges to be addressed in exporting Japanese first-language education to countries overseas. The author visits Myanmar for around 30 days every year as an adviser on first-language education for the Japan International Cooperation Agency's (JICA) “Project for Curriculum Reform at Primary Level of Basic Education in Myanmar”. Through these visits, the following strengths of first-language education in Japan have been identified: the first-language education system is well established; there is an accumulation of expertise; and the Japanese language has a unique nature. On the other hand, the following challenges need to be addressed in order to transfer the first-language education of Japan to overseas countries: translation of literature into English; construction of research databases; opportunities for international meetings and discussions; multilingual and multicultural research; and human resource development in the field of international contributions.

2016-12-13 02:17:42
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1 0 0 0 OA 話し合いにおける視覚情報化ツールのテキストマイニングによる発達的分析 : 小・中・大学生にみる図示化メモの効果

著者: 長田友紀
出版者: 全国大学国語教育学会
雑誌: 国語科教育 (ISSN:02870479)
巻号頁・発行日: vol.75, pp.16-23, 2014-03-31 (Released:2017-07-10)

This study examined memos and reports on discussions. Participants consisted of 40 elementary students and 155 junior high school students randomly distributed among three groups: A: Control group, B: Group making written notes, and C: Group making visual notes. In Group B, the participants were encouraged to make notes using time series as much as possible. Group C made notes while the discussion was underway (as shown in the figure). This study employed the text mining method to analyze the differences between memos and reports. The main findings of this study were that Group C's reports were most effective. The elementary students, in particular, clearly reported the main ideas, whereas the junior high school students clearly reported differences of opinion in the discussions. These results demonstrate the effectiveness of discussion tools employed in visual informationization.