2010 Volume 7 Pages 41-49
The practice of using media as materials for teaching literacy has been presented in Pre- World War II Japan. However, it was in the 1947 curriculum that the television media was positioned not as a means but as purpose and the content of Japanese language instruction. We can find the germ of media education for contemporary Japanese language instruction in 1947, when the development of students' communicative abilities were emphasized. The students' ability to communication clearly and function well as a part of their society was important not only for the their literacy education but the in Post-World War II society. In conclusion, the significance of 1947 curriculum will be discussed in detail, leading to a closer examinations of the objectives that may be appropriate for Japanese language instruction in the future.
