著者
中西 正治 Nananishi Masaharu
出版者
中国四国教育学会
雑誌
教育学研究紀要 (ISSN:02871114)
巻号頁・発行日
vol.48, no.2, pp.204-209, 2002-03-21
著者
池田 匡史 黒川 麻実
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.25, pp.1-11, 2020-03-13 (Released:2020-03-25)
参考文献数
43

This paper intends to reveal the situations of Japanese language arts practices in Manchukuo. The elaborate examination clarifies the following points: (1) Japanese language arts practices in Manchukuo were influenced by the "local education (kyodo-kyoiku) theory" developed in the mainland, Japan. (2) The learning contents were designed, based on the Manchurian mode of life and the local education committee aiming to extract and re-edit the contents from the teaching materials available: such as national textbooks, Manchuria supplementary readers, and other supplementary readers including "local readers." These Manchurian efforts were similar to the ones seen in postwar Japanese language arts practices in Japan.
著者
山岡 大基
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.15, pp.41-50, 2014-11-30 (Released:2017-02-22)
参考文献数
31

This article casts doubt on the current tendency of high school English language teachers to ask questions which require the understanding of the meaning of passages (i.e. comprehension questions) in reading classes. The author concedes that the tendency has not emerged without reason; it is in accordance with the communicative orientation of the English language teaching in Japanese schools in that those questions are intended to direct learners' attention to the content or message that the text carries. However, those questions are based on the specific content of a particular text, and thus less likely to help the students acquire generalizable linguistic skills applicable to different texts. In seeking alternative ways of question making, the author refers to the teaching of Japanese as the first language as an advanced model in terms of its primary focus on language, as observed in the national course of study. Based on the implications from Japanese language teaching, the author proposes a distinction between content questions and form questions, and he argues that the latter is more effective in developing students' generalizable linguistic skills. A report from a reading class which utilized form questions supports the case for varying question types in teaching reading.
著者
藤井 宣彰
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.8, pp.1-10, 2011-03-22 (Released:2017-04-05)
参考文献数
34

The purpose of this research is to examine the effect of class size and small group learning on pupils' academic achievement by using Multilevel Models. Since 1950s to early 1990s, class sizes were reduced to 40 pupil classes. After the 1990s, instead of continuing to reduce class sizes, the Ministry of Education has adopted learning group systems to reduce the pupil-teacher ratio, for example, small group learning and Team-Teaching (TT). Do the class size and these new learning group systems have positive effect on the pupils' academic achievement? This is the theme of this research. Thirty-four elementary school principals and 843 pupils responded to the questionnaires and pupils took brief academic achievement tests for Japanese and Mathematics. This research focuses on the analysis on the effect of adopting teaching methods like small group learning on mathematic tests. The results like many former research findings suggest that small class size and small group learning have positive effect on pupils' academic achievement. To work small group learning effectively, it is necessary to arrange full-time teachers and to group pupils by the similar ability.
著者
周 密
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.25, pp.45-53, 2020-03-13 (Released:2020-03-25)
参考文献数
48

This paper provides a summary of contrastive and individual studies conducted in Japanese and Chinese from two perspectives: gender expressions in language, and the usage of language by women and men and indicates the remaining issues. Three points were summarized. Firstly, it was indicated that both Japanese and Chinese women in their twenties tend to refuse another person indirectly as compared to men and the men tend to interrupt another person more than women. Secondly, roles assigned as male or as female are stereotyped in Japanese and Chinese dictionaries. However, depreciation of women outside the home was observed in Chinese dictionaries more than in Japanese. Thirdly, expressions with the prefix "woman" were seen more frequently than those with prefix "man" in Chinese newspaper articles than in Japanese. Based on these studies, this paper proposes research directions. Firstly, it is necessary to compare natural conversations of various ages, meanwhile, considering how gender affects their language usage. In addition to natural conversations, an examination of images of women and men described in media discourses is also required. Finally, analyzing changes in gender stereotypes in media form selected by choice and media forms unconsciously encountered from the audience's perspective is also required.
著者
虞 嘉琦
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.26, pp.11-20, 2021-03-13 (Released:2021-07-31)
参考文献数
25

Regarding the human rights theory and its ethics dominating educational development, Spivak reminded people that such top-down generosity did not reach the oppressed subaltern. Due to the lack of critical perspective, human rights-based ethic is likely to alienate subaltern and lead to problematic behavioral patterns that "impose values" based on power. Moreover, the prosperity of human rights and its ethics characterized by narcissism suppressed the possibility of establishing an alternative ethic for the subaltern who was always represented. In Spivak's view, the unconditional ethic of such a subaltern is the "responsibility", the ability to respond to the call of others. Responsibility is the ethical symbolism of the first language acquisition, an unlearning of one's privileges, and an experience of the wholly other. The supporter must train their responsibility through imagination in order to help the subaltern. Spivak emphasizes the role of humanities (especially translation) in training such ethic. Translation, as the most intimate reading, enables the translator to responds to the traces of the other while yielding to the text.
著者
飛田 麻也香
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.26, pp.33-43, 2021-03-13 (Released:2021-07-31)
参考文献数
22

This paper analyzes the process and relations among actors of the Israel-Palestine History Textbook Dialogue Project. The project targeted teachers to learn about their historical perceptions of "others" by writing and sharing their own history and showing students two different historical perceptions. The researcher clarified the following four points from the document analysis and interviews with the project participants: 1. A new style of the textbook was developed and showed other countries a new approach to "knowing others." 2. Writing the textbook by teachers and knowing each other's historical narrative increased the teachers' motivation to teach two narratives even though the use of the textbook itself is prohibited. 3. While collaboration with external organizations and receiving financial support made it possible to continue the project, it sometimes affected the project. 4. The relationships among the project members influenced the content and their discussion about the project. While it is significant that the project was accomplished under the fierce conflict, it is also the difficulty of history textbook dialogue under a conflict that participants cannot escape from the bias toward self-groups and other-groups that have arisen from the long-standing historical perception.
著者
山西 哲也
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.6, pp.61-68, 2010-03-18 (Released:2017-04-06)
参考文献数
31

The society has a long time before the realization of its freedom from gender issues. Coeducational teaching has come to be for home economics classes inschools. However for Physical Education (P.E.) classes, a problem of evaluation based mainly on the physical activity exists. However, there are other skills to be learned in P.E. classes, such as social behavior/interaction, morality, and sentimental expression. I thereby wonder the educational value of P.E. classes cannot be raised.The necessary reading of published documents on educational issues and their effects on students has been done. The possibility of coeducational teaching is assumed from the start.The result consists of three aims:1) A gender specific skill set is not assumed in sports2) An increase in a sense of morality will be an objective/a goal.3) Recognition of the value of cooperation and building of relationships over all else..
著者
安喰 勇平
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.20, pp.1-10, 2017-03-20 (Released:2017-04-18)
参考文献数
20

In educational study, an encounter with the Other is seen as an important moment in ethical growth. Through the encounter, the Other is said to challenge one's existing identity and give one the responsibility to react ethically. A theoretical base of this is Emmanuel Lévinas's conception of subjectivity. Based on its interpretation, many theorists hold that Lévinas discussed the process of the production of subjectivity. Educational discourses on Lévinas, however, miss the fact that he avoided considering the production of subjectivity as a process and narrative. In this paper I aim to clarify the implication of Lévinas's conception of subjectivity for educational study. The first section explains the reason behind the application of Lévinas's conception of subjectivity to educational theory and shows the tendency of the application. Educational discourses on Lévinas's subjectivity have the tendency to focus on the openness and passivity of the self; thus, they miss the temporality. The second section clarifies how educational theorist Clarence Joldersma reconsiders the educational relationship by applying Lévinas's conception of subjectivity. To elucidate Lévinas's treatment of the production of subjectivity, the third section shows his attempt to discuss the production of subjectivity without narrative form. In the fourth section, it turns out that Lévinas allows various interpretations of his conception of subjectivity, and our interpretations complement his conception. His conception of subjectivity implies that educational theorists need to consider the self-contradictory character of an argument about the production of subjectivity.
著者
濵田 典子
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.17, pp.51-60, 2015-11-30 (Released:2017-02-17)
参考文献数
41

Task-Based Language Teaching (TBLT) was proposed as a foreign language teaching method to help learners gain proficiency in the target language outside the classroom. TBLT differs significantly from other teaching methods in that the syllabus of TBLT is based around tasks that provide goals for learners to master grammar points, while other methods focus on the grammar points themselves. Thus, since TBLT was proposed, scholars have been discussing what kinds of tasks should be used and how these tasks should be sequenced in order to enhance language learning.Within the research framework of Robinson's Cognition Hypothesis, this paper reviews research regarding the ordering of pedagogical tasks in order to identify those aspects of task sequences that should be examined in the future. The authors argue that tasks should be ordered based on increasing cognitive complexity. After reviewing the existing discussions regarding task order, the relationship between task sequencing and cognitive complexity through the Triadic Componential Framework and the SSARC model are explored. There is little empirical research on task sequences based on the Cognition Hypothesis, since this area of the field is still relatively new. Therefore, by focusing on the order in which tasks are presented to learners in the empirical research on the Cognition Hypothesis and contrasting their results, this paper explores how different sequencing affects language acquisition.
著者
渡部 倫子
出版者
中国四国教育学会
雑誌
教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日
vol.1, pp.77-81, 2005-03-01 (Released:2017-04-09)
参考文献数
12

The purpose is to examine what points of Japanese learners' performance tend to be evaluated positively or negatively and judged as good or bad points in conversations with 25 Japanese native speakers and 25 Japanese language teachers. In this research, participants evaluated the non-Japanese university students' (NNS) Japanese. If they felt the NNS's Japanese was good, they gave ○. If they felt the NNS's Jpapanese was bad, they gave × as they watched video recordings of the learners' free conversations with Japanese native speakers. Participants also gave comments of their reasons for awarding ○ or ×. All comments were classified onto cards according to their content. These were treated as evaluation factors.The results show that both Japanese native speakers and Japanese language teachers tend to evaluate:(1) vocabulary and expression, discourse competence and communication strategies positively.(2) grammar and pronunciation negatively.(3) Japanese native speakers tend to evaluate sociolinguistic competence positively, whereas Japanese language teachers tend to evaluate it negatively.
著者
白石 崇人
出版者
中国四国教育学会
雑誌
教育学研究紀要 (ISSN:02871114)
巻号頁・発行日
vol.48, no.1, pp.50-55, 2002
被引用文献数
1