kokugokakyouiku
Online ISSN : 2189-9533
Print ISSN : 0287-0479
Search
Advanced search
OR
Browse
Search
Volume 69
Displaying 1-33 of 33 articles from this issue
Show all abstracts
    • |<
    • <
    • 1
    • >
    • >|
  • [title in Japanese]
    Article type: Cover
    2011 Volume 69 Pages Cover1-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_Cover1
    JOURNAL FREE ACCESS
    Download PDF (14815K)
  • [title in Japanese]
    Article type: Cover
    2011 Volume 69 Pages Cover2-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_Cover2
    JOURNAL FREE ACCESS
    Download PDF (14815K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages App1-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_App1
    JOURNAL FREE ACCESS
    Download PDF (11K)
  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 69 Pages 3-4
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_3
    JOURNAL FREE ACCESS
    Download PDF (363K)
  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 69 Pages 5-6
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_5
    JOURNAL FREE ACCESS
    Download PDF (728K)
  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 69 Pages 7-8
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_7
    JOURNAL FREE ACCESS
    Download PDF (363K)
  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 69 Pages 9-10
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_9
    JOURNAL FREE ACCESS
    Download PDF (350K)
  • Discussions to Enhance the Ability to Interpret : Questions and Discussions Based on the Abduction Model of Interpretation
    Suketoshi SATHO
    Article type: Article
    2011 Volume 69 Pages 11-18
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_11
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    What kinds of discussions are appropriate for developing the process of interpretation? The concept of interpretation in this context refers to what C.S. Peirce calls abduction. Three factors can comprise the process: specific grounds (input data), rationale (warrant) for access to pre-acquired knowledge and interpretation (claim) based on these sets of information. These three elements of interpretation, grounds and rationale are similar to a simplified form of Stephen Toulmin's model. If students are assigned the task of presenting their own interpretations on the basis of a particular set of grounds and rationale, they will be able to reexamine in discussions the accuracy of their grounds and rationale as well as the logic of their interpretations based on such grounds and rationale. By being encouraged to repeatedly discuss things in terms of these three elements, students can hone their meta-thinking and develop the ability to express themselves in logically and persuasively. As a result, students will enhance their ability to interpret.
    View full abstract
    Download PDF (1203K)
  • Aspects of how the demonstrative elements have appeared in students' opinion writings from "Sasabune," a collection of selected writings published by local elementary schools
    Kenichi ISHIMARU
    Article type: Article
    2011 Volume 69 Pages 19-26
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_19
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    The main object of this study is to show how students' opinion writings have formed by researching and analyzing them. The emphasis is on clarifying how the argument has been demonstrated in the opinion writings, and by doing so, I believe this study will help facilitate future lessons on opinion writing. I have used "Sasabune," a collection of selected published writings by local students, as a research subject to analyze and also to discuss two areas: quantitative and quality shifts. In order to examine the quantitative change, I have selected opinion writings out of all the writings from Sasabune, evaluated under the new National Curriculum Standards, and examined tendencies over the years. In regard to quality shifts, I have set up five components: these are conclusions, data, reasoning, evidence, and rebuttal, to see if all the elements were included in each opinion writing. From the quantitative viewpoint, there were almost no opinion writings written until 1989, yet many have been written afterwards. From a quality perspective, comparing the time when the volume of writings was higher (during the Heisei period, since 1989 to the present) and the time when the number was lower (in the late Showa period, through 1989), it is hard to say that the writings are of better quality, though there are more of them from the Heisei period.
    View full abstract
    Download PDF (1256K)
  • Teaching Poetry Writing in the UK : A Focus on Fred Sedgwick's Theory and Practice
    Yuka NAKAI
    Article type: Article
    2011 Volume 69 Pages 27-34
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_27
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    Since the 1960s in the UK, teaching poetry writing has developed greatly and a variety teaching methods have been invented. There have been many arguments on whether self-expression or form should be emphasized. Therefore, because there have been many conflicts about teaching methods, there is still no established approach to poetry education. The purpose of this article is to clarify how to overcome the problems of teaching writing poetry by examining Fred Sedgwick's theory and practice, and pinpointing the significance and position of his work. Sedgwick used Rosenblatt's "transactional theory," reconsidering what children learn in writing poetry. He also redefined poetry in education as a process of discovery, attempting to subvert traditional discussions that target children's writings as a type of "production." In this article, I picked up one of his lesson and examined what the children learned through writing poetry. These examinations showed two significant points: first, his theory overcame the problem of polarity with teaching writing; second, it offered suggestions on how literary education captures how the individual children interpret the poems.
    View full abstract
    Download PDF (1185K)
  • Standard Language Teaching in Kagoshima prefecture : a focus on the practices of Moriyoshi Uehara
    Hiroki HARADA
    Article type: Article
    2011 Volume 69 Pages 35-42
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_35
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    The purpose of this paper is to clarify the standard language teaching of Moriyoshi Uehara, who is known as a pioneer of standard language teaching in Kagoshima. Uehara suffered greatly for not being able to speak standard Japanese, and he believed that every person from Kagoshima had the same problem. Uehara did not want his students to have the same difficulty. Uehara's standard language teaching is classified into the study of accents and usage. The accent study is 1) a method of reading aloud many times, and 2) a rhythm pronunciation method. Additionally, the purpose of the usage study is to be able to use the standard language in conversation as a communication tool. Uehara felt it was practical to hear standard Japanese. This is a feature of the standard language teaching of Uehara. I feel that Uehara's standard language teaching differs from compulsory standard language teaching.
    View full abstract
    Download PDF (1244K)
  • A Study on the Significance and the Role of Kana Character Education from Print : Theory on the Writing Acquisition Process
    Yuki NAGAOKA
    Article type: Article
    2011 Volume 69 Pages 43-50
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_43
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    A purpose of this paper is to clarify the significance and the role of kana character education by examining theory on the writing acquisition process. Firstly I examined the facts of acquiring writing ability. First I examined the writing mechanism showed to me by Kiyoshi Amano showed on this occasion. Next, I examined a study by Masayuki Shibazaki, who got a concrete glimpse of a child acting like a clerk. It became clear that to acquire kana characters, one must work with both the structural and functional aspects. In addition, it means that when studying kana learners place the kana in their own context of learning. From the viewpoint of acquisition, the significance and the role of kana characters education brought up the concept of awareness on the part of the learner. The learner was then able to boost their kana character reading and writing.
    View full abstract
    Download PDF (1207K)
  • A Study of Classical Literature for Beginners Positioned in the Yearly Curriculum by HAMA OHMURA
    Tomoko BANDO
    Article type: Article
    2011 Volume 69 Pages 51-58
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_51
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    The aim of this paper is to restore the original status of the course of study of the classics for beginners by Hama Ohmura in one year Japanese curriculum, based on the guidance notes by Hama Ohmura and study notes by the learners. Additionally, this paper positively examines the course of study for beginners, designed to resolve-following this curriculum junior high school students' distaste for classical literature. In the unit "Children in the classics," conducted between November and December of 1979, teaching materials were chosen on the yearly theme of Japanese learning, which was "The Lives of Children." Learning methods such as recitation, discussion, and presentation had been repeatedly conducted since April of that year. This report makes clear the concrete relationship between some original plans in each unit of the classics and other studies of Japanese. It also elucidates the conditions of yearly curriculum to lead a successful early stage study course of classical literature. The purpose is to help junior high school students overcome their dislike of the classics.
    View full abstract
    Download PDF (1511K)
  • The Formation of the Theory of Reading Education by Shotaro Okuno : focusing on his criticism of the "sentence method" of Matsuo Kaito
    Keiko AKIHO
    Article type: Article
    2011 Volume 69 Pages 59-66
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_59
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    Okuno (1886-1967) was a teacher of Seizyo Elementary School, one of the 'Shin gakko' (Japanese new schools) during the Taisho period. The purpose of this paper is to clarify Okuno's theory of teaching reading by examining the criticisms of the sentence method advanced by Kaito, who had great influence on the trend of national language education during this period. Okuno made his ideas on the teaching of reading clear in the process of his criticism of Kaito's "Kokugo no Chikara." There are several criticisms on the sentence method, as follows: (1) Kaito asserted that that are no essential differences between 'yomikata' (reading, in the elementary school) and 'kaishaku' (interpretation, in the junior high and high school) and 'hihyo' (critical reasoning, post-high school graduation), but Okuno emphasized that the characteristics of 'yomikata' are distinct from the others. (2) Kaito's emphasized reading text deeply in his sentence method, but Okuno intended it as just as one of the methods of reading used in the U.S.A. and Europe. Okuno formulated his series of criticisms from such viewpoints, which lead him to the following conclusions (1) Teachers should recognize that sentences are formed in totality. (2) Teachers should use various methods when teaching reading in elementary school.
    View full abstract
    Download PDF (1347K)
  • Teaching children's poetry writing, a field that can expand our word dialogue : a focus on the title
    Yuka KASUGA
    Article type: Article
    2011 Volume 69 Pages 67-74
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_67
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    In this study, poetry pieces of 343 students were analyzed and considered with a focus on dialogue. The purpose of this study is to clarify and theorize the "story" in the classroom, connecting the knowledge situated in individual practice with the characteristics and functions of the Japanese language. I consider dialogue in teaching the creation of children's poetry as follows; Dialogue is the interaction with the object, the self-interaction or the interaction with a teacher and students, in the form of questions, answers, and tweets. In other words, teaching poetry writing consists of the conditioning of three types of relationships: between writer and object, between writer and self, and between writer and others. This paper reports on giving titles in poetry writing. It also seeks to clarify that a teacher of dialogue can enhance the world of words for students through five types of dialogue: (1) supplementary material, (2) praise, (3) images, (4) questions, and (5) devices.
    View full abstract
    Download PDF (1066K)
  • Academic outlook and historical transition in Kanagawa Prefecture public high school entrance exams : A study focused on the analysis of common questions in Kanagawa Prefecture public high school entrance exams
    Takayuki SEKIGUCHI
    Article type: Article
    2011 Volume 69 Pages 75-82
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_75
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    This study describes academic outlooks and their historical transition in Kanagawa Prefecture public high school entrance exam through analysis of achievement tests using the course of study and text format (continuous texts and non-continuous texts) and the following five processes: (retrieving information, formulating a broad general understanding, developing an interpretation, reflecting on and evaluating the content of a text, and reflecting on and evaluating the form of a text) in Reading Literacy of OECD/PISA. The research objects of this analysis are the achievement tests which were used for the Kanagawa Prefecture public high school entrance exam from 1957 through 2009. The following points were clarified through the result of this analysis: 1. Although the course of study should influence achievement tests directly, it has little influence on these tests. 2. Questions on reflecting on and evaluating and non-continuous text began to be used in recent years (after 2008). However, this represents a qualitative change rather than a change of form. 3. There have been notable changes after 1984 in particular, and almost the same questions are used. The opportunity represented by this change correlates to the opportunity of the qualitative change of an education-conscious society, which is clarified by the research of the sociology of education.
    View full abstract
    Download PDF (1654K)
  • The beginning of a classical-literature textbook : Edited by INAGAKI TIKAI-"Honntyoubunpan," "Wabundokuhon," "Dokuhon"
    Masayuki KIKUNO
    Article type: Article
    2011 Volume 69 Pages 90-83
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_90
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    This paper clarifies the work process and historical meaning of the "Hontyoubunpan," "Wabundokuhon," and "Dokuhon," edited by Inagaki Tikai, which is a classic textbook of the early modem era. Editor Inagaki Tikai had a background as a Japanese classical scholar. The study of Japanese classical culture, which is an early modem inheritance, supported the formation of the modem classical literature textbook. In other words, if the study of Japanese classical culture was disregarded, the classical-literature textbooks developed during the Meiji age were not edited. However, contrary to the achievements of the classical-literature textbook of Inagaki, he resigned from the Tokyo teachers college at an early stage. The reason was that, having a classical style, he disagreed with the line of Japanese-language-education policy of those days. Even after he retired, the "Wabundokuhon" in particular was used as a textbook over a large area and for a long period of time. His work also influenced other textbooks as a model of a classical-literature. The reappraisal and criticism of the achievements of Inagaki are also a subject very important for current classical education theory.
    View full abstract
    Download PDF (1360K)
  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 69 Pages 91-93
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_91
    JOURNAL FREE ACCESS
    Download PDF (589K)
  • [title in Japanese]
    Article type: Bibliography
    2011 Volume 69 Pages 94-98
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_94
    JOURNAL FREE ACCESS
    Download PDF (409K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 99-101
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_99
    JOURNAL FREE ACCESS
    Download PDF (334K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 102-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_102_1
    JOURNAL FREE ACCESS
    Download PDF (144K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 102-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_102_2
    JOURNAL FREE ACCESS
    Download PDF (144K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 103-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_103
    JOURNAL FREE ACCESS
    Download PDF (55K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 104-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_104
    JOURNAL FREE ACCESS
    Download PDF (56K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 105-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_105
    JOURNAL FREE ACCESS
    Download PDF (109K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 106-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_106_1
    JOURNAL FREE ACCESS
    Download PDF (104K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 106-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_106_2
    JOURNAL FREE ACCESS
    Download PDF (104K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 106-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_106_3
    JOURNAL FREE ACCESS
    Download PDF (104K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 107-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_107_1
    JOURNAL FREE ACCESS
    Download PDF (96K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages 107-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_107_2
    JOURNAL FREE ACCESS
    Download PDF (96K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages App2-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_App2
    JOURNAL FREE ACCESS
    Download PDF (25K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages App3-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_App3
    JOURNAL FREE ACCESS
    Download PDF (25K)
  • [title in Japanese]
    Article type: Appendix
    2011 Volume 69 Pages App4-
    Published: March 31, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.69.0_App4
    JOURNAL FREE ACCESS
    Download PDF (60K)
    • |<
    • <
    • 1
    • >
    • >|
feedback
 Top