「走れメロス」教材史における定番化初期の検討

道徳教育と読解指導に着目して

抄録

“Run Melos” whose earliest text has been given many layers of historical significance with passing time, had, in the first place, a narrative structure that tended to inspire the building of moral character. Therefore, after the implementation of the special course in moral education 1958, it has continued to be adopted as reading material for moral education. It was also adopted as materials for teaching Japanese language education. From the time when the reading materials for senior high and junior high schools were mixed, as seen during the early years when materials were being selected for incorporation into the curriculum, leading up to the time when the story was stabilized for use in the second year of junior high school, there had been a the tendency in using it for lower and lower grades. During that period. a portion of the story was omitted for the use in junior high school, showing the tendency for simplification, similar to what was seen in adapting reading materials for moral education. This is attributed to what was basically literary teaching material having been tossed between two different objectives- using it for the development of moral values or using it for the development of reading comprehension. On the other hand, “ran,and it promoted generalization of the learning instruction to read the feelings of the character as subject contents of language arts that it was with the popular teaching materials, and it was with whole sentence transcription, and Melos” was an identification of the outlook on teaching materials of language arts to desire value of the literature rediscovery of shaking and the weakness of the human heart with the fashion of the reading and understanding instruction. However, the generalization of such a learning instruction produced “correct answer” = “item of virtues” principles, “the principle of feelings center” and the criticized actual situation later and was to contain “secret moral education”. “Run, and Melos” continues keeping the position as “the constant seller teaching materials” as the typical teaching materials indicating the ambiguity which education to read the literature teaching materials has in this way until today in the after 1970s.