This study clarifies the essence of the “Seikatsu Tsuzurikata-based educational method” (educational method) from the perspective of curriculum theory. Although there is no shortage of previous research related to the term introduced by Ichitaro Kokubun, its essence has not been untangled or clearly defined when re-examining how it interacts with all subjects. Therefore, this study compares and examines the views on composition by Eikichi Kurazawa and the core curriculum theory from the 1950s with Ichitaro Kokubun’s views on curriculum.

The results revealed that the educational method is not a curriculum theory that seeks to construct the entire educational curriculum by facilitating mutual “interrelations.” Additionally, similar to how the Japan Composition Association separately needed the term “composition method,” the method cannot be defined as a learning activity or teaching method that the word “method” might imply. Furthermore, this study clarified that Kokubun and others place importance on the educational goal of “real-world recognition.” The essence of the educational method lies in an educational philosophy aimed at acquiring proper recognition. Its “application” to all educational activities refers to the attitude and will of teachers who strive to spread the understanding of “freedom and realism” through writing and discussions in learning various subjects.

This study examines the significance of incorporating “dialogue” into writing expression instruction through the spelling education practiced by Kogiku Ikeda at the elementary school attached to Nara Women’s Higher Normal School. Previous research on Japanese language education has positioned Ikeda’s practice as “a method of spelling as a form of literary art.” However, based on previous research on pedagogy such as interdisciplinary learning and classroom management, Ikeda’s practice also seems to be characterized by interactive activities. Therefore, this study considered the background of such teaching through the “Speed Record of Spelling Lessons” that Ikeda left behind.

The analysis identified three characteristics of Ikeda’s spelling education: “lively communication in writing,” “active exchange of ideas among children,” and “classroom management that allows children to feel safe speaking.” The foundation of Ikeda’s spelling education was not just “expression” through descriptions, but also the establishment of “dialogue” in the classroom. The teacher’s guidance was restrained, and the children’s interactive activities were centered on the subject. This research concretely demonstrates, through class recordings, the characteristic that “dialogue” is at the center of the Ikeda class, which is the background behind the children’s lively spelling works.

Kanji drills are widely used in elementary school education. However, almost no previous research on kanji drill instruction exists. One of the problems with teaching kanji drills is that the teacher sets the pace of learning each day, and the learner’s “need for autonomy” is not satisfied. This study seeks to address this problem. Therefore, we devised “the practice of Individual Free Progress,” which incorporates the idea of self-regulated learning into kanji drill instruction and leaves the pace of learning to the learner and conducted a practical examination of this practice.

Quantitative analysis revealed that learners’ reading and writing of kanji characters have become more established and motivated. In addition, investigation of the factors contributing to learners’ change using M-GTA revealed that a cycle of self-regulated learning triggered by increased motivation was established, and it was inferred that this led to learners’ improvement in reading and writing kanji.

Currently, there is a need to develop the ability to discuss to build consensus. Through the classroom practice of second grade elementary school students, we clarified acceptance and its transformation in discussions aimed at consensus building and considered the ideal form of learning guidance.

Our study derived the following three findings. First, the transformation of the concept of acceptance for second-year students from putting all ideas in to removing ideas through suggestions and consent. Second, by creating five different ways of acceptance, even second graders can transform their ways of doing so and have consensus-building discussions without resorting to compromises and concessions influenced by their relationships. Third, by reflecting on how to accept targeting the textualized materials of their discussions and by explaining them to the other groups, the methodological knowledge of acceptance was mutually consented upon and operationalized.

This study clarified the acquiring process of learners’ audience awareness during the team editing by focusing on the perspective of co-editor (s). In addition, this study regards writing as cultural learning. First, co-editors’ audience awareness was organized based on research data on cognitive processes in writing and critical thinking. Second, a survey was conducted to analyze the co-editor’s audience awareness. The participants were 36 fifth-year students at a private elementary school in Tokyo, which the author oversees. The author mainly analyzed the voice recordings during the team editing, which revealed three types of co-editors’ audience awareness. The results revealed the following. The survey revealed that a place where learners can learn about the various aspects of readers has an impact on the co-editor’s acquisition of audience awareness. In addition, co-editors can grow by considering “readers assumed by writers” among the co-editors.