著者

大木 春基

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.100-101, 1972-03-28

著者

井上 敏夫

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, 1972-03-28

著者

清田 文武

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.25, pp.41-46, 1978-03-28

著者

小島 千裕

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.38-45, 2015-03-31

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This study clarifies educators' awareness of language and examines formation of the "national language", focusing on a particular area (Iwate Prefecture) and period (late 1890s to early 1900s). Through analysis of the "Iwate Gakuji Iho," parallel actions of gathering data, conducting organizational surveys of local educational associations, understanding actual conditions, and undertaking studies of individuals gradually, but effectively draw educators' toward the local language. Even though awareness of the language problem spread, the "national language" and standard language were not directly adopted by educators. Neither full denial nor full acceptance of language reformation was to be had, so the process of language reformation proceeded in an uneasy manner. It may be concluded that educators were not eager to eradicate the local dialect to form a "national language." However, their actions unintentionally lent a hand to formation of the "national language."

著者

杉原 美香

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.35, pp.68-75, 1988-03-31

著者

中西 淳

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.55-62, 2014-09-30

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In North America, structure-based haiku instruction (i.e., instructing students to follow strictly the 5-7-5 syllables rule) is dominant, while communication-based haiku instruction, such as the kukai practiced in Japan, is rare in elementary schools. To promote effective international exchange through haiku for children in Japan and North American, teachers must know the key concepts and procedures of communication-based haiku instruction. In this study, we designed and conducted a communication-based haiku workshop for elementary schoolteachers in Canada, to enhance their understanding of haiku characteristics and instruction. The post-workshop evaluation results from a questionnaire survey revealed that the participants changed their views of haiku and haiku instruction. Thus, this haiku workshop proved useful and effective in North America.

著者

小山 恵美子

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.72, pp.57-64, 2012-09-30

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This paper discusses how reading comprehension was instructed in an elementary school in the postwar years based on its workshop reports. There existed such a teaching of reading comprehension, using the Japanese language textbooks edited by the central government, as was practiced by Matsui Shiro, a teacher of Kugahara Elementary School, Ota Ward, while empirical teaching of Japanese language was being carried out by a lot of teachers throughout Japan. I have studied his practice and a part of his research reports and have considered its fruits and issues. Consequently, This research revealed the following results. (1) Freshness of the Japanese language textbook in the postwar years (2) The practice of reading comprehension teaching which placed emphasis on students' impressions after reading (3) The value of students' independent research in the unit learning (4) The unit plan taking the evaluation into consideration (5) A possibility to have expanded the contents of the subject while fostering students' academic abilities.

著者

都築 則幸

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.93-86, 2013-09-30

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This study clarifies the education of the history of Japanese literature from the end of the Meiji Era to the early Showa Era. In the Taisho Era, although not prescribed in the laws, contents on the history of Japanese literature were recorded in a textbook for junior high schools under the pre-war education system. The history of Japanese literature was taught during this era because it imparted Japanese national virtues. In addition, understanding Japanese Heian literature was required to enter upper school divisions, and the history of Japanese literature was required as a prerequisite to learn Japanese Heian literature. Furthermore, knowledge of the history of Japanese literature was considered as commonsense by the Japanese people in the early Showa Era.

著者

奥泉 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.68, pp.11-18, 2010-09-30

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The purpose of this paper is to propagate the inclusion of visual texts such as pictures, photographs, and charts into the curriculum of the national language class and clarify and present the underlying theory behind such inclusion. The text environment surrounding learners is significantly changing. One of such changes is the incorporation of visual text learning into the character text learning that has long formed the core of the Japanese language class. To promote this incorporation properly, it is indispensable to develop a theory that especially supports the learning of visual texts as a meta learning approach of these texts. To that end, this paper focuses on the study by G. Kress et al., who employed M. Halliday's systemic functional grammar in their research. It also discusses specific practical possibilities, including the kind of new perspectives that can be gained toward learning and educational material analysis by the introduction of this theory.

著者

幸坂 健太郎

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.72, pp.41-48, 2012-09-30

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The aim of this paper is to describe and arrange what kind of logic and logical thinking concepts have brought theories and practices for teaching logical thinking in teaching Japanese. I aim for this description and arrangement to become one material for surveying directionality to future theories and practices for teaching logical thinking. In this paper, using Perspective Logic and Logical Thinking (PLT) proposed by Kousaka (2011) as an analysis point of view, I investigated logic and logical thinking concepts in studies for teaching logical thinking which were published in magazines about teaching Japanese after 2000. As a result of this investigation, I analyzed and considered some points. For example, many studies argue in favor of using logic and logical thinking in writing and reading, in the field of written language in teaching Japanese. Also, almost all the studies regard logic and logical thinking as relations between words or things. Finally, based on those analyses and considerations, I discussed 4 points as future prospects.

著者

住田 勝

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.73, pp.74-76, 2013

著者

入部 明子

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.40, pp.155-162, 1993

著者

棚橋 尚子

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.36, pp.67-74, 1989-03-31

著者

全国大学国語教育学会編集

出版者

教育評論社

巻号頁・発行日

1952

著者

梅澤実

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.57, pp.68-75, 2005

被引用文献数

2

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.67, pp.51-53, 2010-03-31

著者

水越 伸

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.72, pp.80-84, 2012-09-30

著者

鶴田 清司

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.34, pp.50-57, 1986-03-28

著者

齊藤 倉沢 浮橋 福村 田辺

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.31, pp.17-21, 1984-03-28

著者

齊藤 喜門

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.31, pp.9-14, 1984-03-28