The purpose of this research is to investigate how lessons for life environment studies were made during the period in which they were established as a new subject (1988 to 1990) and to elucidate the actual conditions at the time by focusing on Mito Nanbu Elementary School in Mito, Hoi District, Aichi Prefecture, as a representative of Japan’s research promotion school with life environment studies classes. This study made clear the following three characteristics of life environment studies classes at Mito Nanbu Elementary School during the period in which they were established as a new subject. First, unit development for the life environment studies classes was planned out in full awareness of “the four points for making lessons for life environment studies classes” based on spontaneous research topic setting. Second, the unit plans for the life environment studies classes were revised and improved based on the children’s actual educational situations without regard to the framework of existing subjects. Third, expression activities in class were emphasized to make use of the children’s ideas and things they noticed. Therefore, this study revealed that the elementary school worked on research practice by examing how teachers evaluated children.
The purpose of this self-study is to consider the significance and possibilities of the collaboration between social studies education and historical studies through its practice by ourselves who are graduate students from the department of education at the same university; Kim’s specialty is social studies education, and Hirotane’s specialty is history. The practice of the collaboration is the process to improve one of the lessons developed by Hirotane in the past. We collected, coded, and built narratives with several sets of data: essays about individual educational viewpoint and thoughts about the collaboration, the pre-lesson and postlesson plan, students’ worksheets of each lesson, and the transcriptions of our conversations that we had for improving the case lesson. As a result, we could relativize our own individual “viewpoint of a good lesson” through “mirroring” it with one another and could improve ourselves as researchers and educators that possess more flexible attitudes. Additionally, the collaboration brought together two different “mirrors” and reflected them to one another. This made it possible to open the discourse of lesson design to outside of “an individual scholarship,” which otherwise tends to impound the perspective inside, and proved the possibilities of designing social studies lessons unhindered.
The present study takes an empirical approach to assessing the effect of speaking instruction including task repetition using story-telling activities with picture cues. Second-year high school students of two classrooms repeatedly engaged in English classes with different instructional focuses accordingly for two months. Their pre-test performance being compared to their performance in post-tests, the students in the experimental group attained better performance on average, with improved complexity and fluency than their counterparts in the control group. The result supports the hypothesis that the speaking instruction lessens the students’ cognitive load at the initial conceptualization stage and helps gain better access to the vocabulary in their long-term memory during the speaking instruction including the task repetition, which consequently enhances the quality of student speeches.
In this paper we discussed the constructive principles of the arithmetic curriculum developed by Katori who was an elementary school teacher at Seikei elementary school and played a great role to improve the arithmetic education at the early decade of Showa era. It was a result of his attempts to accommodate the lifecentered arithmetic with the national curriculum. By comparing the scope and sequence of both curriculum, this study indicates that his curriculum have the characteristics of intermediate curriculum bridging the third edition of national curriculum (Black-cover textbook) and the fourth edition (Green-cover textbook).
This paper investigated the instructional method in the education to have elementary school children learn a discussion strategy. In this case, I focused on the practice that adopts an activity to transcribe discussion. The learning contents are linguistic strategies related to coordinator such as conclusion and facilitation. I picked up the instruction with 5th year children in public elementary school. First, this study compared difference of discussion between class 1 and 2, and then analyzed the classroom discourse of class 2. Learning outcome has revealed that transcribing discussion is effective for a metacognitive activity. I clarified that the transcript transcribed by students can use in the upper grades of elementary school. Additionally, the transcript shows the key word of discussion in this study.
This study investigated the relationship between university students’ disliking physical activities and their underachievement in motor skills. A questionnaire survey was conducted with university students (N = 448), and their responses were statistically analyzed. Results indicated that students that underachieved in motor skills tended not to like, or dislike physical activities, not join sports clubs, and not do as many physical activities as students that did not underachieve in motor skills. These results are indicative of a vicious circle consisting of underachievement of motor skills, leading to a dislike of physical activities, resulting in reduced physical activities, which in turn maintains underachievement in motor skills. This study suggests that breaking this circle is an important task of physical education teachers.
The next course of study clarifies competencies that teachers should raise in each subject, and is going to foster them to an each child through learning process from the viewpoint of proactive, interactive and authentic learning and the curriculum management. In addition, the viewpoint and the way of thinking is shown in the Central Education Council report of December, 2016 as the viewpoint and thought to catch things in each subject. In the instruction of each subject, it is thought that the not only skills to think, make judgement and express but also understanding knowledges deepens by letting the viewpoint and the way of thinking act and practice it. It is important that teachers create the space of avid learning to realize the learning process from the viewpoint of proactive, interactive and authentic learning.
Japanese language education is a “subject of cultivating a student’s language ability to understand and express in national language”. In order to foster this language ability, it is important to promote deepening of “reading” and updating of “thought” by making efforts to set issues and devising “attitude of independent learning” and exchanging opinions with others. In addition, it is an effective method to relate the writing to the learning process. Therefore, this study aimed to examine the Japanese language education teaching method from the viewpoint of research on education. The method was to organize the features “setting of tasks” and “method of study” of the following studies about education practice history. KANEKO Hikojiro (Higher Girls School teacher), OMURA Hama (Secondary School teacher) and HIRANO Iku (Elementary School teacher). As the result, it was cleared the way of make use of those studies to Japanese language teaching practice in the future.
In the new Course of Study for elementary schools, the phrase “work the way of viewing and thinking” has been introduced in all subjects. In science, binary concepts such as “quantitative / relational” and “diversity / commonality” were given as keywords and the idea of “comparing” and “relating” were given as keywords. School teachers need to analyze teaching materials based on these keywords. In addition, they need to study the way of teaching to nurture these qualities and abilities in their students. The Course of Study includes observations, experiments based on the concept of “purpose, measurement and control”, and the idea of “manufacturing”. Also, it describes “guidance to nurture programming-based thinking”, and teachers are required to create lessons to nurture the proposed qualities and abilities based on these ideas.
This paper examined a relation between the direction of the new national curriculum of technology education published in 2017 and the concept of technological literacy proposed by ITEA/ITEEA and JSTE. As a result, this study showed that the object and the contents of new technology education aims to promote students both abilities of technological governance and technological innovation from the viewpoint of students’ technological literacy. In addition, a survey was conducted on 88 technology teachers in order to grasp their consciousness toward this educational reform. Findings of it revealed that technology teacher could almost highly understand the concept of technological literacy. However, they felt difficulties for their practices of lessons of the Content “D. Information Technology”, in which the programming of interactive contents added, and “Integrated Problem Solving”, in which placed in final term of 9th grade. Based on the above results, this study discussed the perspectives and issues on instructional design in new technology education.