著者
三藤 恭弘
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.77, pp.62-69, 2015-03-31

The present paper attempts to obtain new knowledge concerning the possibility and the teaching method of "Thinking power" training in "Narrative Creation" educational guidance. The method of research includes the following three points : [1] Considering previous studies ; [2] Conducting practice lessons in which I made use of strategic suggestion obtained from the examination of the previous tudies ; [3] Examining the activity and considering the result. Through an investigation from the practice lessons, this paper sheds light on the following two points : [1] "Narrative Creation" educational guidance using the inferential framework "Incident-Solution" makes it easier to write a story ; [2] This method proves to the effective to cultivate "Training of thinking power" by means of improving the function and activation of "Inferential thinking power"
著者
足立 幸子
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.52, pp.64-71, 2002-09-30
著者
橘 誠
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.19, pp.104-105, 1972-03-28
著者
勘米良 祐太
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.77, pp.22-29, 2015-03-31

The purpose of this paper is to clarify the changes in the grammar textbooks after the revision of the Middle School Curriculum (Chugakko Kyoju Yomoku) of 1911 (Meiji 44), using the phrase FUTAI (teaching grammar contents in relation to writing or reading) in this curriculum as a key. As a result, the author clarified that (1) Katsuyo Rengo (considering a range of a verb and auxiliary verbs as one unit) was no longer emphasized much and (2) syntax had to appear earlier than other grammar contents. The author concluded that these changes were caused by the following : (1) word orders in Katsuyo Rengo were no longer considered as necessary grammar contents and (2) the revision of the curriculum made it possible to change the position of syntax in textbooks, which was considered effective in defining the parts of speech inductively.
著者
鈴木 貴史
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.78, pp.37-44, 2015-09-30 (Released:2017-07-10)

This study confirmed that writing education changed to skill education during the early Meiji era. The subject of penmanship was altered to include two separate topics of the intellectual education during the Edo era. It was divided into "Shuji-ka" (penmanship) and "Sakubun-ka" (composition) in the lower courses, whereas in the advance courses, these topics were unified by the letter-writing education of the "Gakusei" educational system in 1872. Until the 1870s, "Shuji-ka" retained both composition and intellectual education functions; however, in the 1880s, these functions were lost. This was due to the utilitarianism and penmanship theories of Western spread in Japan. Therefore, it was acquired only through practical use and eliminated as a function of language education.
著者
笠原 美保子
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.65, pp.27-34, 2009-03-31 (Released:2017-07-10)

While many people see the need for communication education in Japan, communication education has not taken root in high school. The purpose of this study is to explore the reason why instruction in "speaking and listening" has not been established in Japanese high school. In this study, a national survey by questionnaire was conducted on 95 teachers in charge of "language expression" regarding the kind of teaching materials used, and the kind of lessons carried out. "Language expression" is defined as using half the lesson time for "speaking and listening". In practice however, only about 10% of the time is used for "speaking and listening", and the rest of the time is diverted to composition, study of Chinese characters (Kanji), the study of proverbs, and in extreme cases, word processor practice, or the study of Chinese literature. This shows that instruction in "speaking and listening" in high school Japanese class is easily diverted to other areas of instruction. The reason for this is due to the difficulty in carrying out instruction in "speaking and listening", and its weak connection with university entrance examinations.
著者
中野 登志美
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.92, pp.41-49, 2022-09-30 (Released:2022-11-01)

多くの小学校では、学習者がごんに同化した読み方をしたままで『ごんぎつね』の授業を終えるところに根本的な課題がある。その根本的な課題を追究すると、『ごんぎつね』の語りの構造と最終場面における視点の転換を正しく捉えていないことに原因があることが判明した。そこで本実践では、冒頭部分の一文に着目する授業を展開し、『ごんぎつね』が伝承物語であること、『ごんぎつね』の語りの構造をわかりやすく視覚化したスライドを提示すること、『ごんぎつね』はごんだけではなく兵十も変容すること、最終場面においてごんと兵十が限定的であっても通じ合って悲劇で終わる物語ではないこと、『ごんぎつね』の特性を生かして、「その後の兵十の物語」の創作活動をするなどを構想して授業を行った。その結果、児童達は対象化して『ごんぎつね』を読めており、本実践によって『ごんぎつね』の授業の課題を解決する有用性を見いだすことができた。さらに学習者の事例を分析して、学習者が『ごんぎつね』の語りの構造を理解する際に「中山様」と「加助」が鍵を握ることを指摘した。
著者
住田 勝 寺田 守 田中 智生 砂川 誠司 中西 淳 坂東 智子
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.79, pp.39-46, 2016-03-31 (Released:2017-07-10)
被引用文献数
1

In this study, we explored the complementarity of ignorance in the study of learning as a social act and as subject matter in Japanese language education. We explored the influences of "another reader" that reads the text and "another text" that the class has been read, and the resultant ways of reading. We adopted a "Vygotsky Space" as a lens of learning and explained the relation of "another reader" and "another text" through an analysis of learners' protocols in a study of "Takasebune" at an experimental Japanese class. It was found that learners needed peers to appropriate new cognitive tools, and when a learner transformed the cognitive tools into a new usage, they needed peers to talk about the new interpretation. In the "Takasebune" class, where learners compared two scenes chosen arbitrarily, we identified possibilities of new tool use and creating new interpretations. In addition, we identified the significant meanings of the teacher's behavior that influenced learners' study and that encouraged their "Appropriation".
著者
酒井 晴香 関 玲
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.88, pp.21-29, 2020-09-30 (Released:2020-10-23)
参考文献数
15

本研究は、大学生のアカデミック・ライティングの運用能力について、レポートの文末モダリティ表現(「と考えられる」等)に焦点を当てて問題を明らかにするものである。文末に出現する推量、蓋然性、証拠性に当たるモダリティ表現を分析対象とし、学術論文と大学生のレポートを収集して作成したコーパスを用いて調査を行った。その結果、1)動詞の形態に関して、学術論文ではラレル形が多く使用される一方、レポートではル、タ、テイル形の使用が多いこと、2)レポートでは漢語動詞のバリエーションが少なく、また学術論文には出現しない「と考察される」が特異的に使用されていること、3)「のではないか+と考える」のようなモダリティ重複表現がレポートに多く出現していることが明らかとなった。さらに、この結果から、学術論文では文末モダリティ表現がより広範な用法で使用されていること、レポートではモダリティ重複表現が定型化している可能性を指摘した。