話し合う力の育成をめざした教科書教材の実際と課題

―昭和27年～37年の中学国語教科書の場合―

抄録

The present research aims to specify the guidelines for discussions in junior high school classrooms in Japan from the postwar era to wid 1960s and to identify issues related to the guidelines. A survey of teaching materials related to discussion guidelines in junior high school Japanese language textbooks from three publishers were administered, and the cognitive content at the core of the guidance was investigated, and resulted in the following three findings (1) discussion development and the use of rules, as well as knowledge about words used in the discussions, were often identified as cognitive content in the teaching materials; (2) guidance for mental information processing, which is necessary during the discussions, does not appear adequate; and (3) there were insufficient teaching materials (in scripted form) on how to guide mental information processing. Future research will focus on teaching materials used in the mid-1960s to mid-1980s.