著者

春日 由香

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.69, pp.67-74, 2011-03-31 (Released:2017-07-10)

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In this study, poetry pieces of 343 students were analyzed and considered with a focus on dialogue. The purpose of this study is to clarify and theorize the "story" in the classroom, connecting the knowledge situated in individual practice with the characteristics and functions of the Japanese language. I consider dialogue in teaching the creation of children's poetry as follows; Dialogue is the interaction with the object, the self-interaction or the interaction with a teacher and students, in the form of questions, answers, and tweets. In other words, teaching poetry writing consists of the conditioning of three types of relationships: between writer and object, between writer and self, and between writer and others. This paper reports on giving titles in poetry writing. It also seeks to clarify that a teacher of dialogue can enhance the world of words for students through five types of dialogue: (1) supplementary material, (2) praise, (3) images, (4) questions, and (5) devices.

著者

ウルフ アブラハム

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.84, pp.5-11, 2018

著者

菊野 雅之

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.82-75, 2009-03-31 (Released:2017-07-10)

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Up to now, when using "The death of Atsumori" as teaching material, the following has been overlooked. There was a samurai of the Kumagai house who renounced his position when grieving. On the other hand, another member of the Kumagai house promoted the procedure to recognize the honor of officially identifying a severed head. This appearance should be clarified. Another point is that in the textbook, the ending has been deleted ("even music and the arts can in the end can lead a man to praise the way of Buddha"), which has the potential for study in the original 'The Tale of Heike'. Moreover, the modernistic significance of classical education should consider study conditions that include the clarification of the modernism of the classics. Part of this significance is <otherness> in the classics. Acknowledging classics as a different existence for modern values is considered necessary in teaching material theory.

著者

石毛 慎一

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.79-72, 2002-09-30 (Released:2017-07-10)

著者

坂口 京子

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.49, pp.33-40, 2001-03-31 (Released:2017-07-10)

著者

関口 貴之

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.69, pp.75-82, 2011-03-31 (Released:2017-07-10)

被引用文献数

1

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This study describes academic outlooks and their historical transition in Kanagawa Prefecture public high school entrance exam through analysis of achievement tests using the course of study and text format (continuous texts and non-continuous texts) and the following five processes: (retrieving information, formulating a broad general understanding, developing an interpretation, reflecting on and evaluating the content of a text, and reflecting on and evaluating the form of a text) in Reading Literacy of OECD/PISA. The research objects of this analysis are the achievement tests which were used for the Kanagawa Prefecture public high school entrance exam from 1957 through 2009. The following points were clarified through the result of this analysis: 1. Although the course of study should influence achievement tests directly, it has little influence on these tests. 2. Questions on reflecting on and evaluating and non-continuous text began to be used in recent years (after 2008). However, this represents a qualitative change rather than a change of form. 3. There have been notable changes after 1984 in particular, and almost the same questions are used. The opportunity represented by this change correlates to the opportunity of the qualitative change of an education-conscious society, which is clarified by the research of the sociology of education.

著者

杉浦 茂

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.76, pp.13-14, 2014

著者

瀧口 美絵

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.70, pp.44-51, 2011-09-30 (Released:2017-07-10)

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Kanji Hatano, a Japanese educational psychologist, sees the Nishimoto vs. Yamashita controversy about media education in Broadcasting Education of 1960 as an important issue for Japanese literacy instruction. In this paper, I examine Kanji Hatano's philosophy of media education. From the beginning, the Nishimoto vs. Yamashita controversy was not limited to Japanese literacy instruction, but concerned the whole area of education. Hatano participated in the controversy in 1961 by bringing it into the realm of Japanese language instruction. The point of the controversy is whether we should understand broadcasting as a supplement for content-area teaching or as an autonomous "artistic media," which is a matter of the positioning of broadcasting education. This point was analyzed and considered, and it clarified how Hatano understood the "new media" of TV and positioned it in Japanese language instruction.

著者

野地 潤家

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.38, pp.142-143, 1991

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

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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

藤森 裕治

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.58, pp.18-25, 2005-09-30 (Released:2017-07-10)

著者

山元 隆春

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.89-91, 2009-03-31 (Released:2017-07-10)

著者

藤原 顕

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.83, pp.3-5, 2019-03-30 (Released:2018-04-27)

参考文献数

9

著者

寺井 正憲

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.83, pp.51-53, 2019-03-30 (Released:2018-04-27)

著者

丹生 裕一

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.61, pp.35-42, 2007-03-31 (Released:2017-07-10)

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The National Literacy Strategy was introduced to primary schools in England in 1998/1999 when the subject, "English" was replaced by the "Literacy Hour." A file, Framework for Teaching, is a practical tool to help teachers to deliver the Literacy Hour. The Office of Standards in Education had noticed that teachers' weak subject knowledge restricted the effectiveness of receiving and practicing the objectives in the File. In order to find out how teachers with a good reputation were getting through, I carefully examined the data I collected in Lancashire where I visited in 2003. Mrs. Bernadette Wood was introduced by the Local Education Authority as the best teacher' for Literacy Hour in Lancashire. She was the head teacher and also a class teacher at a primary school. I found that she had adopted a significant amount of ideas from some documents in the Teaching Resources published by DfES. The point is that she had pierced a writer's view on the structure of the aimed ability that the contents were based upon. She also had set in some activities originally that stimulated pupils' emotions and had reconciled the interest with the result of a majority of the pupils achieving a higher level.

著者

見坊 豪紀

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.1, pp.78-97, 1952-05-28 (Released:2017-07-10)

著者

村上 呂里

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.74, pp.100-102, 2013-09-30 (Released:2017-07-10)

著者

八木 雄一郎

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.61, pp.27-34, 2007-03-31

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The Literary History installed into Japanese in 1902 has an important significance when one studies the formation process of the concept of Japanese classics in the history of Japanese language teaching. Therefore, this report focuses on the survey of 1898, which is the original form. And from the background of opposition in the investigation committees engaged in making of this survey, the point at issue in the establishment process of the Literary History concept is clarified. The opposition was between Kazutoshi Ueda and Yoshikata Konakamura. The cause of the opposition was that Ueda presented Japanese language teaching theory with an emphasis on modern language based on linguistics, whereas Konakamura presented Japanese language teaching theory with an emphasis on classical language based on National learning. As a conclusion, Ueda's theory was accepted. The writings after the Kinko Era (12c-16c) were handled in Reading, and the writings before Chuko era (8c-12c) were handled only in Literary History.

著者

千々岩 弘一

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.36, pp.131-138, 1989-03-31

著者

西本 喜久子

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.55-62, 2016-03-31

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Kummou Gojou (1873) by Tatsutarou Kumagai (1846-1922) was translated as part of the American version of Improvement of the Mind (1868) by Isaac Watts (1674-1748). Kummou Gojou, which had a high evaluation in the West in the comtenporary period, discussed the role and experience of the "conversation" in learning and educational guidance. It was worthy of notice that this abridged edition by Kumagai was transulated during the preparation period of the Japanese "conversation course" in the early Meiji era. However, these contents were not accepted in the purposes of the educational system's "conversation course" promulgated in 1872 in Japan. The translation's foresightedness was appreciated, but it was shown to be premature when compared with the spread of common language that resulted from the indispensability of the conversation's actual situation in Japan.