著者

山村 亮仁

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.123, pp.151-154, 2012-10-27

著者

笹平 真之介

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.126, 2014-05-17

著者

李 軍

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.117, pp.54-57, 2009-10-17

著者

有田 弘樹

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.123, pp.275-278, 2012-10-27

著者

村上 さおり

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.125, pp.345-348, 2013-10-26

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

宮本 克之

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.115, pp.91-94, 2008-11-22

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

黒川 麻実 広島大学大学院

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会国語科教育研究:大会研究発表要旨集 (ISSN:24321753)

巻号頁・発行日

vol.127, pp.33-36, 2014

著者

谷口 直隆

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.125, pp.19-21, 2013-10-26

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

佐内 信之

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.116, pp.90-93, 2009-05-30

著者

服部 素枝

出版者

全国大学国語教育学会

雑誌

全国大学国語教育学会発表要旨集

巻号頁・発行日

vol.113, pp.13-16, 2007-11-03

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.