What are the tasks of educationalp sychologyfo r the teachingo f Japanese language? Various reviewsa nd facts were presenteda s f ollows
Kaoru Yokosuka, a pedagogist, points out the importance of the “image” in understanding as well as expression of Japanese language.
Nobuo Ito, a veteran teacher of elementary school, offers the typical episodes in his as well as other teacher's class roomw hich suggestt he teaching-learningp rocess of general concept. He avowsh imselft o have owedr ather to the study of linguisticsth an educational psychology.
Isao Sato, a psychologist,h olds the indispensabilityto study the teaching-learning processo f Japanesel anguagei n the childreno f elementarys choolt, houghp ast studiesh ave inclinedt oward the study of developmenbt efores choola ge. He also proposest he importance of reading aloud, or dramatizing.
Accordingto KiyoshiA mano,a psychologistc,h ildrenb eforee nteringt he schoola rrive at the consciousnesos n the linguisticr eality of Japanese languaget o some degree. Its completionm ust,h owever,b e expectedt o the educationo felementarys chool. But in reality children cannot attain the expected level in the present elementary schools. Amano proposesa systematice ducationf or the linguistica bility,k nowledgea, nd consciousnesisnelementary school.
As to the co-operation betweent e achers and educationalp sychologistst,h e point of rough agreementi n this symposiumm ay be the psychologicaul nfoldingo f the latent principles which lie in the excellent practices by teachers. Masasuke Kuroda, chairman.
