国語科教育

The purpose of this paper was to acquire knowledge to contribute to Japanese education on communication skills in electronic media. I investigated what kind of remarks contributed to eventual agreement by analyzing the bulletin board system. I observed the following behaviors. First, members tended to integrate remarks, confirm with other members, and share agreement items in the discussion. Members whose quality of discussion was high made remarks with one another to examine the topic more logically. Furthermore, because topics easily become complex in the bulletin board system, members often quoted preceding remarks, and showed the connections between remarks by naming the contributor. I conclude that it is necessary to clarify the contexts of electronic discussions by editing preceding remarks, and by specifying members' areas of concern. Japanese language education in schools should seek to develop children's skills by allowing trial and error in the electronic media.

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This paper aims to show how behaving as if one were a character in a story leads to deeper understanding of the story. Toshiko Toriyama's 'as-if' practice is highlighted, since she has made great use of this kind of activity. In her practice, unlike that of many other teachers, 'as-if' activities are frequently used from the beginning of the unit, and the interpretation of the story proceeds in parallel with the activities. Learners experience an imaginary situation based on a story using their own senses, not just mimicking what a character does. Thus, they can take on the feelings, viewpoints and decisions of a character and this leads to deeper understanding. There are two conventions in Toriyama' s 'as-if' activities which contribute to enhanced understanding. One is that she gives keywords which help learners become aware of what a character sees, hears and feels. This puts learners in the character's shoes. The other is that she has learners interact with each other in an imaginary situation as characters would do in a story. The wholeness of the situation is emphasized in both conventions.

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This paper outlines the theory of PISA (Programme for International Student Assessment) for reading literacy, and reviews its rationale. The theoretical rationale for reading literacy is based on: efforts to overcome functional literacy and its limits; various theories regarding the purposes, skills, processes and aspects of reading; and the philosophy of social constructionism. The following can be pointed out as specific issues requiring further consideration. 1) Reading literacy should be regarded as a continuum between functional literacy and critical literacy. 2) The assessment approach focussing on authenticity has limits, and the development of a complementary strategy is required. 3) Among the 5 processes of reading literacy, "reflecting on and evaluating the text" has been recognized as a priority area in Japan, but we need to firmly maintain an academic basis and take care not to be caught up in the idea that children must always achieve the correct answer. 4) In Japan, discussions on curriculum development for Japanese language have been based on a neutral sociocultural context, but the impact of "social turnaround" needs to be clarified and introduced into these discussions. 5) Although we have seen inductive washbacks from assessments including PISA, we need to develop deductive washbacks.

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