In this study, we examined the appreciation education method of “Choju-Giga” in the Department of Art and Crafts. As a means of doing this, we practiced using full-scale reproduction picture scrolls after studying the Japanese language course “Reading Choju-Giga”. As a result, this practice provided children with (1) changes in the perspective of understanding the work and the formation of opinions, (2) comparison with textbooks and actual use provided an opportunity to experience the expression of time and movement. (3) Synergistic effect of scroll books and line drawings. I was able to perform appreciation activities focused on. From the above three points, it is suggested that the educational method and learning environment of this practice was an effort to deeply enjoy the expression of the work by utilizing the actual use and learning of other subjects from the viewpoint of the drawing and crafts department.
This paper aims to clarify the constitutive principles of cross-curricular units in social studies and health and physical education that are aimed at the inclusion of sexual minorities. In recent years, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) issued a notice on implementing meticulous measures for pupils with gender identity disorders, which has drawn attention to sexual minorities in school education. Based on this notice, teachers are expected to support such pupils, but this is insufficient because schools are based on gender dualism and heterosexism. Therefore it is not possible to solve these structural problems with only the support provided by teachers and stakeholders. Thus, It is necessary to conduct lessons about sexual minorities. However, the lessons provided so far have not been able to question sexual norms adequately. Sexual norms are not only individual norms but also social norms, so it is impossible to include sexual minorities without approaching such norms from both perspectives. Therefore, researchers and practitioners of social studies and health and physical education collaborated to conduct class research, focusing on cross-curricular issues. As the two subjects had different characteristics and research methods, mutual understanding was established between the subjects, and research methods were determined based on discussions. As a result, we developed, practiced, and verified a cross curricular unit while overcoming such methodological challenges in the practical research on subject pedagogy. The lessons developed were given to students in the first year of junior high school. The first outcome clarified the unit constitative principle, based on the Queer Pedagogy theory proposed by Britzman. In Queer Pedagogy, the “study of ignorance,” the “study of reading practices,” and the “study of limits” are necessary. Therefore, the unit constitative principle was derived from a review of these three issues, and three specific unit-building principles were proposed: “Goal: Inclusion, based on the two perspectives of individual and society,” “Content: Sexual norms created by the majority,” and “Unit process: The spiral process of relativization, construction, and deconstruction.” The second outcome is that we discovered new possibilities, in terms of subject pedagogy, by reevaluating their structure and presenting the principles and specifics based on the core goal of schools to foster citizenship in the pursuit of diversity and social justice.
This research aims to elucidate common beliefs of Japanese language teachers who engaged in international baccalaureate. This study analyzed teachers' narratives through interviews using M-GTA. Japanese language teachers transform teacher-directed belief into learner-centered belief. It was found that teachers implement a multitude of complicated beliefs into practice. Positive and negative senses intermingle in teachers' beliefs.
In this paper, how specifically sense-making is shared intersubjectively in interactive discussions was examined from those using a picture book by second-grade elementary school students. Oral statements made by school children in two practices and their written statements made on a worksheet before and after the discussions were analyzed. The first practice indicated a possibility that the sense-making had been accumulated in Group 4 through its students' making statements with paying their attention to the connections between topics. Meanwhile, their argumentative attitudes were observed in the second practice. The analyses on discussions by Group 4 found the formation of intersubjective “Co-Creation Shared Items.” On the other hand, in discussions by Group 8 which were moved forward with obtaining a consensus, the students remained at the stage of “Individually Shared Items,” meaning that one student agrees to a statement made by another student during the process of his/her sense-making. In addition, a possibility was suggested that the formation of “Co Creation Shared Items” would encourage discussions and accordingly interpretations not made by individual students and various viewpoints could be obtained.
Although critical thinking cannot be developed only in a specific subject or a specific unit, there have been few studies on developing critical thinking through cross-curricular learning. Therefore, this paper aims to develop learning activities to realize cross-curricular learning for the development of critical thinking. As a result, we developed a teaching material, “The difference between “0” (Rei) and “0” (Zero),” and developed learning activities using it. The developed learning activities were to be implemented in four hours of classes, mainly in Japanese language, home economics, and English, and cross-curricular learning activities were set up. We also set up all the specific learning activities for fostering critical thinking, such as critical reading, discussion, report writing, and group activities, which have been proposed in previous studies. From the above, we developed cross-curricular learning activities that are expected to foster critical thinking through the teaching material “The difference between “0” (Rei) and “0” (Zero).”
The purpose of this report is to clarify the trends in researches of sensibility education. I examined the publication year and research contents of 778 theses of sensibility education from 1952 to 2018. The first work was in 1952, and one or several reports had been made. The number of books, however, has increased rapidly since 1996. Especially, there were 62 reports in 1997. The background is thought that it was specified in the report of the Central Education Council in 1996, sensibility was described as an element of living power. Educational magazines have also published special editions of sensibility education one after another. Research on sensibility education is widely conducted in early childhood education, elementary and junior high school education, high school education, and higher education, with elementary and junior high schools accounting for 64% of the total. The research subjects are primarily drawing and crafting / art, literature / Japanese language, music, science, but they are also extensive in other subjects, hands-on activities, information education, etc., and have been studied in general school education.
The purpose of this study was to examine the effects of learning “tactics for winning” long-distance races on second-year high school students. In December 2018, we conducted for 199 students at X High School and surveyed on attitudes toward long-distance races . The study found that students’ attitudes toward long-distance races improved in the aspects of “collaboration” and “favorable.” This is because students were able to experience the enjoyment of long-distance races in the class. In addition, it was found that the ingenuity adopted by the students to enjoy learning “tactics for winning” increased the involvement of the students.