著者

渡辺 哲男

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.103-105, 2013

著者

幸田 国広

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.21-28, 2015-09-30 (Released:2017-07-10)

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Over the years, the "appreciation" concept of Minoru Nishio has transformed, and while this study aims to discuss this concept, the term "appreciation" also needs to be analyzed historically from the national language perspective; thereby emphasizing prewar Japanese literature. Hence, I demonstrate a point in time wherein a transition concerning "independence of the appreciation" was determined. This transition was used as the grounds to allow the debating of literary education with Motoki Tokieda, which occurred before the educational practices of Shigeru Araki, particularly in a domain mainly comprising the literature education theory of Nishio by following the generation process of the "appreciation" concept from prewar days. During the prewar era, significant attention was paid to and debates were conducted on "the appreciation" in Japanese literature. Thus, demonstrating that the "appreciation" idea of Okazaki probably influenced this background, which promoted the discovery of the concept. "The appreciation" depicted the characteristics of the times, and it also was the term that strongly reflected the educational philosophy of each debater.

著者

佐伯 胖

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.82, pp.5-7, 2017-09-30 (Released:2017-10-31)

著者

渡辺 春美

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.41, pp.123-130, 1994

著者

時枝 誠記

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.5-13, 1952

著者

高松 美紀

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.83, pp.42-50, 2019-03-30 (Released:2018-04-27)

参考文献数

19

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本稿は、「伝統的な言語文化」を相対化することの意義と、そのリテラシーの育成にTOKの援用が有効であることを、世界俳句(HAIKU)の授業実践によって検証したものである。学習者は、「HAIKUは『俳句』といえるか」を中心に、「なぜそう言えるか」「どの程度翻訳は可能か」等TOKを意識した問いの検討を通して認識を変化させた。当初は「日本固有の文化」として形式的条件からHAIKUを「俳句」ではないと主張していたが、機能的意義の気づきを得てHAIKUへの理解を深め、外国の俳人への敬意が生まれた。これは同時に、自文化の価値の再発見となっている。こうした自文化を絶対視する態度を保留し、多角的に自文化の独自性と普遍性を吟味して判断することは、「伝統的な言語文化」を相対化して捉えるリテラシーの獲得といえ、主体的に「伝統的な言語文化」を継承する役割を担うことにつながる。TOKを意識した問いは、学習者に前提を自覚させ、知識をメタ的に吟味し、主体的に判断する姿勢を促したといえる。

著者

松山 羊一

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.40, 1993-03-31

著者

渡辺 貴裕

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.70, pp.100-107, 2011-09-30 (Released:2017-07-10)

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Stories have been exclusively used as the target of reading in national language education in Japan. However, experiencing a story through drama can also have some benefits. In the UK, this kind of activity has developed; they have conventions such as still image and hot-seating, and they use situations that are not directly written in the original text. A drama lesson conducted by an experienced teacher in a primary school in London is analyzed in this paper. The lesson prompts the understanding of the story by immersing children in a fictitious world. It improves the skills of speaking and listening by setting up an authentic situation where the skills are used. It also helps to develop reading and writing skills; writing activities using the story situation were conducted by a class teacher after the lesson.

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

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<p>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。</p><p>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。</p>

著者

篠崎 祐介 幸坂 健太郎 黒川 麻実 難波 博孝

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.70-77, 2015-03-31 (Released:2017-07-10)

被引用文献数

1

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[Purpose] This study investigated how teachers of high school Japanese classes deal with the purpose of and the problems involved in teaching reading comprehension. [Method] Focus group interviews were conducted with high school teachers, and results were analyzed qualitatively and categorized. [Results] Regarding the purpose, taking exams, introduction to knowledge, formation of scholastic ability, and formation of society were extracted as four categories. A total of 14 categories were extracted regarding problems involved, including lack of consistency in the objectives of essay reading comprehension instruction, specificity of the essay, the state of research on teaching materials, learner diversity, and the state of learner-centered classes. [Conclusion] In contrast to teachers' pinpointing purposes of reading comprehension instruction, they are aware of a variety of problems involved in such instruction. The expansion of pedagogical theories regarding reading comprehension instruction should be based on such educator attitudes.

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)

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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.

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.62, pp.43-50, 2007-09-30 (Released:2017-07-10)

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In 1946, Helen Heffernan of the CIE (Civil Information and Education Section) introduced the concept of a "unit of work" in social studies. A unit of work involved most aspects of language teaching : knowledge, skill, habit, communicative attitude and criticism. In the subject of language teaching, Heffernan attached special importance to the expressive function and usefulness of language. Heffernan emphasized a "child-centered" principle in which teachers were required to develop the student's learning environment. Teachers focused on selecting teaching materials that were in line with the students' needs and interests. As a result, educators began to integrate the teaching of subjects with student experiences. On the other hand, a Japanese committee suggested that the Japanese language included a mentality centering on the self and relations with others. This rationale, of a mentality separate from the subject of Japanese, was in evidence in the prewar history of Japan as well. However, it was still possible to develop a unit teaching approach in Japanese class since the Japanese language overlapped most, if not all, language based teaching. Therefore, the child centered principle could be crystallized through the teaching of the Japanese language.

著者

櫛引 洋一

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.74, pp.11-13, 2013-09-30 (Released:2017-07-10)

著者

花田 修一

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.38, pp.148-149, 1991

著者

中野 俊幸

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.61, pp.5-6, 2007-03-31 (Released:2017-07-10)

著者

光野 公司郎

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.57, pp.60-67, 2005

著者

土山 和久

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.45, pp.122-113, 1998-03-31 (Released:2017-07-10)

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.42, pp.83-92, 1995

著者

幸田 国広

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.59, pp.11-18, 2006-03-31 (Released:2017-07-10)

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.71, pp.27-34, 2012-03-31 (Released:2017-07-10)

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Eimi Yamada's "Eyes of Baby Chick" is included in many high school textbooks. According to an instructor who teaches the story many high school students read it as a love story. However, the work seems by no means a mere a love story when we note the function of the first-person narration. That they read it as a love story shows that high school students do not read deeply. This fact goes to the very heart of the problem when we direct our attention to the new "criticism" in high school courses of study. This paper studies the reading of "Eyes of Baby Chick" from the "criticism" point of view and obtains the following results: "Eyes of Baby Chick" clearly contains a duality of critical function both in the substance of its first-person narration and in ways of describing its first-person narration. If we attach importance to reading the duality in the critical function of the first-person narration, this work reads deeply, not superficially. This paper demonstrates that this work can instruct in the ability to read critically.