With an aim to establish research focused on the connection with “field,” the purpose of this research is to reveal the need for the participants to “tell my story.” In addition, it shows the significance of pursuing one's field of research within the common ground between an institution's Department of Japanese and inclusive education. When carrying out the research, I defined “field” as “the situation in which one undergoes studies according to class goals.” As a research method, I utilized Community-based Participatory Research (CBPR). This method is structured as stories about practices from the participants—the teachers themselves.
There are two findings from my research. Firstly, the research framework shows the way in which planning instruction, while grasping the situation from the viewpoints of “alienation” and “acceptance,” is important, and gives meaning to the manifestation of “individual” by focusing on the persons involved As such, it illustrates the process in story-telling format. Secondly, the significance of pursuing one' field of research within the common ground between an institution's Department of Japanese and inclusive education reveals the ability to visualize “unique perceptions supported by the internal linguistic activity” of the “individual.” The finding incudes a model for the growth process achieved by studying language.
In the research reported in this paper, we examined a method to support the development of self-regulation among learners, specifically in terms of their learning perspective. We focused on the learning of Kanji.
We regarded learning Kanji as requiring a particular learning strategy and motive, as well as a particular perspective on Kanji. The learning strategy is directly related to learning Kanji. However, a learner may not necessarily choose an appropriate Kanji learning strategy. Therefore, in order to support the development of an appropriate Kanji learning perspective, it appears crucial to activate metacognition among learners, including a focus on learning strategy.
Against the above background, we describe the Kanji learning strategy involved in a tool called Pattern Language, and report on how it works. The results of the study confirm that metacognition of a Kanji learning strategy and motive, as part of a Kanji perspective, was activated in the process.
Teachers must cultivate their inner self in a form that is desirable in a teacher. This idea of inner self is known by the term “gestalt.” Toward this end, what should institutions that train and guide teachers do? In order to answer this question, we took as our subject Mr. Y, a teacher who continues to cultivate his inner self in a form that is desirable in a teacher. We followed the education he underwent and the experiences he accumulated through his life leading up to his becoming a teacher, and sought to understand the process of the formation of his internally constructed thought patterns. As a result, we gained three clues to teacher training and guidance. The first concerns philosophy and the order of study, including instructional techniques; the second involves the understanding of both the learning teacher and his educator regarding “growth history with respect to gestalt formation”; and the third involves the relativizing of learned content.
This paper aims to clarify the characteristics and practical significance of haiku teaching as it was conducted in the late Taishō period while taking into consideration the regional conditions that supported it. The case study was based in a region whose late-Taishō period residents were very interested in haiku. The school in this region asked the children to compose haiku under the tutelage of teachers who composed it themselves. Moreover, the children were taught how to express themselves through haiku, with the teachers motivating their students by suggesting themes and awarding prizes. While haiku is restricted by its fixed verse form, the school taught its children how to express their childlike perspectives and ideas within the limitations of haiku. Not much research on the history of Japanese-language education has focused on primary school haiku teaching in the Taishō period. However, as demonstrated through this case study, the fact that haiku teaching at the primary school level flourished in some regions during this period merits our attention.
This study analyzed connections and functions of four important points: ① course units, ② reading materials, ③ study handbooks, and ④ book lists, of the ‘Reading Guidance Curriculum’ of the “Revised Standard Junior High School Japanese” (Kyouiku syuppan, 1975) that OMURA Hama herself engaged in writing and editing. ‘Structures’ and ‘developments’ of OMURA Hama's reading daily life guidance can be clearly articulated by this analysis.
In this textbook, OMURA Hama posited that in this curriculum students should be given opportunities to read that is supported by a purpose and necessity. The curriculum leads students to do “exploratory reading” for finding their own tasks and solving them.
‘Reading activities’ in this textbook develops from the following: 1) students willingly acquire information and techniques on reading from “reading life newsletters” and 2) learners read many different genres. Moreover, 3) every ‘reading activity’ returns the established ‘record and report’ method back to a ‘writing’ activity. Here, learners obtain “reading ability” during the course of experiencing these ‘reading activities’ in an ordered and systematic manner.