Learning the Classics for the Creation of Discourse in High School: Based on the Critique of Narrative Acts

Abstract

　　The purpose of this paper is to realize a classical learning practice to create a discourse for dissemination in contemporary society and critique the narrative act and examine the significance of this learning.

　　We designed a unit that deals with two types of “Ubasuteyama” teaching materials. Students compare them, read the narrator’s intentions, and create a story that reflects ways of confronting modern problems using the framework of the teaching materials.

　　We conducted an experimental class for second-year high school students based on these ideas. As a result, although the narrative creation could not be considered satisfactory, the learners managed a successful critique of the narrative act because they could put themselves in the position of the narrator of the teaching material.