著者

若木 常佳

出版者

全国大学国語教育学会

雑誌

国語科教育

巻号頁・発行日

vol.81, pp.32-40, 2017

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<p>教師は,自分の内なる自己(「ゲシュタルト」)を教師にとって望ましい形で育成する必要がある。この目的のために,教師を養成し指導する機関はどうすればよいのか? この課題に対し,自己の内面を教師として望ましい姿に育て続けているY氏を対象として,Y氏の内面に構築された「思考様式」の形成過程を追究した。その結果,教師の養成と指導に3つの手掛かりを得た。1点めは,指導技術と教育観についての学修の順序に関すること,2点めは,教師(教師になろうとする者も含む)と教師教育者の両者が「ゲシュタルト形成に関わる成長史」について理解すること,3点めは,他者との関わりも含め,学修内容の相対化を意識させることである。</p>

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

幸田 国広

出版者

全国大学国語教育学会

雑誌

国語科教育

巻号頁・発行日

vol.78, pp.21-28, 2015

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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

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

幸田 国広

出版者

全国大学国語教育学会

雑誌

国語科教育

巻号頁・発行日

vol.74, pp.14-21, 2013

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This study explores the process of creating standard study material using the example of "Rashomon." "Rashomon" has been a best-seller since the 1970s, and its influence and popularity have significantly increased along with textbook revisions because of the revision in the curriculum. In related literature, research methods such as work theory and reading guidance note that "Rashomon" has maintained a constant position as a short story for one year of initial learning. Along with using literature classics as teaching material, it is important that textbook companies and educational bodies consider adopting literature classics as "standard study material." This study demonstrates the primary interdependencies between the different organizations involved in school curriculum design.

著者

西川 暢也

出版者

全国大学国語教育学会

雑誌

国語科教育

巻号頁・発行日

vol.49, pp.104-97, 2001

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

巻号頁・発行日

vol.53, pp.18-25, 2003-03-31

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.

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.