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Article type: Cover
2007 Volume 62 Pages
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Article type: Cover
2007 Volume 62 Pages
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Article type: Appendix
2007 Volume 62 Pages
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[in Japanese]
Article type: Article
2007 Volume 62 Pages
3-4
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[in Japanese]
Article type: Article
2007 Volume 62 Pages
5-6
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[in Japanese]
Article type: Article
2007 Volume 62 Pages
7-8
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[in Japanese]
Article type: Article
2007 Volume 62 Pages
9-10
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Azusa Iguchi
Article type: Article
2007 Volume 62 Pages
11-18
Published: September 30, 2007
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The purpose of this paper is to investigate the basic items and phases of self-evaluation in the process of writing an argumentative essay. In this study, the works and reflections of 112 second year junior high school students were analyzed after 8 hours of instruction on writing argumentative essays. The main findings were : (1) a strong written work consisted of three items of self-evaluation : elaboration on what was recognized, self-questioning and re-examining of the manners of recognition, and a sense of achievement, (2) the above items were important in every phase, especially in the planning stage of the essay, (3) self-evaluation of the manners of recognition, relative to others including the reading audience, was significant in facilitating activities of self-questioning and re-examining, and (4) low level writers also benefited from that facilitation. These results suggest that the instruction of self-evaluation, including self-questioning and re-examining, was effective in teaching junior high school students how to write an argumentative essay.
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Hirofumi KATOh
Article type: Article
2007 Volume 62 Pages
19-26
Published: September 30, 2007
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After World War II numerous research studies concerning the subject of Japanese were conducted. Of particular note are the several concrete plans that were laid out and pushed forward after the 1980s. Evaluation of these curriculum plans and the unit credit system suggest three main points : a theoretical base, systematization, and feasibility. However, the results of this study will be limited to a synchronic point of view for each individual plan. Documents detailing curriculum plans after World War II from the mid 1940 s to the mid 1950 s are still in a relatively unknown state. Therefore, both the diachronic pieces of this puzzle and its proofs have not yet been thoroughly researched. With regards to the Hikari Plan, a pioneering educational plan in Yamaguchi prefecture, almost all documents from 1955 to 1964 have been obtained. In the scope of this study, I will focus on the theoretical base of this plan and clarify its originality and value. In addition, I will explain the significance of the "group thinking method" which aimed to unify the notions of "experience" and "school subject".
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Yoshinori Kikkawa
Article type: Article
2007 Volume 62 Pages
27-34
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This paper examines the contents and expressions of exposITOry writing found in elementary school social studies textbooks. In addition, the language goals to be achieved (which are not covered in the Japanese language textbooks) are clarified. The following six skills were found to influence the comprehension of the social studies text : 1) understanding short reading passages, 2) infering context or logical progression of text, 3) distinguishing between different types of readings and extracting information, 4) grasping the whole meaning of a passage by taking into account the marginal notes, 5) comprehension of accompanying photos and charts related to the main text, 6) the ability to compare and contrast as well as infer cause and effect. By attaching importance to the above skills in both social studies and Japanese language classes, student ability to read exposITOry texts can be greatly improved.
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Hiroki Komuro
Article type: Article
2007 Volume 62 Pages
35-42
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The purpose of this paper is to clarify the relationship between reading and the body by examining the idea of shindoku by Kakichi Kadowaki. Shindoku means reading with the body as well as in the body. Moreover, shindoku is both a concept and a method. Kadowaki is a Christian who also practices Zen asceticism. Based on his experience, he deals with the connection between reading and the body by using the concept of shindoku. Through examining shindoku we are lead to another concept, kamae. From the perspective of oriental thinking, monism of body and mind, kamae means both attitude of the body and attitude of the mind. In this paper, we will first look at the attitude of the body in kamae to help us understand the method of shindoku. Second, we turn our attention to the attitude of the mind present in kamae. Third, the concept of Mi will be explored. Mi, or body and mind, can synchronize with another mi and thus make shindoku possible. Fourth, by analyzing the method of reading in detail we make clear that a change of kamae is critical in Kadowaki's notion of shindoku. Finally, we will show how the idea of Michi, or Tao, supports Kadowaki's shindoku at its foundation.
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Kyoko Sakaguchi
Article type: Article
2007 Volume 62 Pages
43-50
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In 1946, Helen Heffernan of the CIE (Civil Information and Education Section) introduced the concept of a "unit of work" in social studies. A unit of work involved most aspects of language teaching : knowledge, skill, habit, communicative attitude and criticism. In the subject of language teaching, Heffernan attached special importance to the expressive function and usefulness of language. Heffernan emphasized a "child-centered" principle in which teachers were required to develop the student's learning environment. Teachers focused on selecting teaching materials that were in line with the students' needs and interests. As a result, educators began to integrate the teaching of subjects with student experiences. On the other hand, a Japanese committee suggested that the Japanese language included a mentality centering on the self and relations with others. This rationale, of a mentality separate from the subject of Japanese, was in evidence in the prewar history of Japan as well. However, it was still possible to develop a unit teaching approach in Japanese class since the Japanese language overlapped most, if not all, language based teaching. Therefore, the child centered principle could be crystallized through the teaching of the Japanese language.
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Shingo Tomiyasu
Article type: Article
2007 Volume 62 Pages
51-58
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This paper examines the effect the 1952 Resolution to Promote Oriental Spiritual Culture had on the educational philosophy of teaching kanbun (Chinese classics translated into Japanese). The study reveals that the resolution was a turning point in two main ways. First, the teaching of kanbun as an ethical or ethnic subject was downplayed. In this way, the classics were seen as less of a taboo. Second, the resolution sought to create controversy to highlight the importance of continuing the tradition of teaching kanbun in schools.
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Akira Fujiwara, Shingo Imamiya, Masaharu Matuzaki
Article type: Article
2007 Volume 62 Pages
59-66
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The purpose of this research is to inquire into an elementary school Japanese language teacher's practical knowledge of subject matter ; that is, how the teacher recognizes subject matter through his Japanese teaching. In this case study, we collect and interpret the following three types of data : narrative data from interviews with the teacher, documentary data such as reports written about his classes (these are necessary to understand the biography of his professional career as a teacher's practical knowledge is formed through the process of their accumulation of practical experiences), and observational data on the class where he taught how to write poems. As a result of our research we found that the teacher tries to make his pupils aware of different ways to express one's self through poetry, (e.g. metaphor) but he doesn't distinguish between the ways in his teaching of the subject matter. Instead, he prompts them to learn the manners of peer critique where each student advises others on their poems. In this way, he is able to closely link his method with the subject matter.
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Shigeo Mase, Yoichi Morita, Kazuo Matsutomo, Toshiya Tanaka
Article type: Article
2007 Volume 62 Pages
67-74
Published: September 30, 2007
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This paper describes research based on observational data of the communication of primary school students working in small groups to solve a problem. Using Mercer's model of three distinct modes of thinking (disputational, cumulative, and exploratory talk), we analyzed and interpreted discourse data of children from third through sixth grades. In our results, we found that third grade children often discuss using disputational talk. Further, we see the germination of exploratory talk, which helps groups to solve problems, manifest in fourth graders' communication. Fifth and sixth grade students were found to hold their discussions using cumulative talk.
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Article type: Bibliography
2007 Volume 62 Pages
75-77
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Article type: Appendix
2007 Volume 62 Pages
78-79
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Article type: Appendix
2007 Volume 62 Pages
80-
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Article type: Appendix
2007 Volume 62 Pages
80-
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Article type: Appendix
2007 Volume 62 Pages
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Article type: Appendix
2007 Volume 62 Pages
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Article type: Appendix
2007 Volume 62 Pages
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Article type: Appendix
2007 Volume 62 Pages
83-
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Article type: Appendix
2007 Volume 62 Pages
83-
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Article type: Appendix
2007 Volume 62 Pages
84-
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Article type: Appendix
2007 Volume 62 Pages
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Article type: Appendix
2007 Volume 62 Pages
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Article type: Appendix
2007 Volume 62 Pages
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Article type: Appendix
2007 Volume 62 Pages
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