kokugokakyouiku
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Print ISSN : 0287-0479
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Volume 70
Displaying 1-38 of 38 articles from this issue
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  • [title in Japanese]
    Article type: Cover
    2011 Volume 70 Pages Cover1-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_Cover1
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  • [title in Japanese]
    Article type: Cover
    2011 Volume 70 Pages Cover2-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_Cover2
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages App1-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_App1
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  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 70 Pages 3-5
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_3
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  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 70 Pages 6-8
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_6
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  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 70 Pages 9-11
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_9
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  • The possibilities for use of "humorously structured text" as teaching material in Japanese language education
    Hiroyuki AOTO
    Article type: Article
    2011 Volume 70 Pages 12-19
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_12
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    The aim of this paper is to develop the potential for using "humorously structured text" in Japanese language education. The paper states that humorously structured text is designed to make readers feel humor. This paper invokes the findings of humorology, in which "humorous structure" is understood as a structure that elicits cognitive discrepancy. By paying attention to the premised schemes, this discrepancy is classified as either an "external gap" or "inner gap." In this study, the following three points were identified as possibilities for using humorously structured text as teaching material in Japanese language education. 1. Consciousness of interpretation 2. Activation of inference interpretation 3. Experience of the world of texts This study reconfirmed the significant value and many possibilities for using humorously structured text as teaching material in Japanese language education.
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  • A Study on Shotaro Okuno's "Psychological Reading"
    Keiko AKIHO
    Article type: Article
    2011 Volume 70 Pages 20-27
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_20
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    The purpose of this paper is to define the theories of Shotaro Okuno (1886-1967) regarding language education by examining the theoretical background of his concept of "psychological reading." Okuno constructed his idea of psychological reading by studying several theories of reading education in Europe and the USA. He found a number of problems in the style of reading education that was practiced in those days in Japan. Psychological reading was built on the concepts of eye movement and active association. He emphasized the importance and the necessity of eye movement and its effectiveness in the case of pupils in lower grades. He also said that active association linked words to experiences. Okuno's theory has been regarded as one of the language education methods that were only used during the Taisho Period (1912-1926). In my view, his theories on language education with respect to schemata of language and children selecting a word from their own schema are ideas that we should consider today.
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  • Possibility of reading a situation that is not narrated, focusing on the "absence" of characters in the story text
    Shinji IKUTA
    Article type: Article
    2011 Volume 70 Pages 28-35
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_28
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    In this text, there is a scene of "absence" in which a certain character does not appear in the story world. The purpose of this text is to examine the possibility of transforming reading by making assumptions about the character's situation in this scene of absence, which is not described by the narrator. To assume the absence situation, it is effective to pay attention to the narrator's description about the character and to ask why the narrator begins to narrate in this way or what caused the narrated situation. Readers may put the characters' histories into the context of the absence situation and possibly transform the portrait of those characters that they've made up. Moreover, by filling these contexts, the reader can put their own interpretation to make the description relative, and comes to be able to criticize the narrator.
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  • Problem-inquiring abilities to integrate relative value-judgments : from analysis of literature units based on Paul, R.'s critical thinking theory
    Masako Sakai
    Article type: Article
    2011 Volume 70 Pages 36-43
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_36
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    To integrate relative value judgments, philosopher R.Paul has infused 35 critical thinking strategies into language arts. He defines language arts as a subject that deals with the art of conceptualizing and representing "how people live and might live their lives" in language, and he emphasizes literature education. The purpose of this study is to generalize the elements of the abilities required for inquiring problems within Paul's 39 literature units from the viewpoint of perspectivism. For this purpose, all of the lesson plans and literary works in the units were analyzed, categorized, and examined. These elements should include the skills of making accurate, clear, and valid arguments and the dispositions of fair-mindedness, open-mindedness, and reflectiveness. In addition, they are to distinguish the structure of standpoint-perspective-fact in making value judgments; to evaluate facts and judgments with each of these perspectives as criteria; to examine the relationship between various judgments and obtain a new perspective emerging from the relationship; and to identify a common standpoint from various perspectives. Literature education is expected to encourage students to acquire these abilities and develop their own perspectives.
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  • Historical Study of Media in Japanese Language Education with a Focus on the Nishimoto vs. Yamashita Controversy
    Mie TAKIGUCHI
    Article type: Article
    2011 Volume 70 Pages 44-51
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_44
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    Kanji Hatano, a Japanese educational psychologist, sees the Nishimoto vs. Yamashita controversy about media education in Broadcasting Education of 1960 as an important issue for Japanese literacy instruction. In this paper, I examine Kanji Hatano's philosophy of media education. From the beginning, the Nishimoto vs. Yamashita controversy was not limited to Japanese literacy instruction, but concerned the whole area of education. Hatano participated in the controversy in 1961 by bringing it into the realm of Japanese language instruction. The point of the controversy is whether we should understand broadcasting as a supplement for content-area teaching or as an autonomous "artistic media," which is a matter of the positioning of broadcasting education. This point was analyzed and considered, and it clarified how Hatano understood the "new media" of TV and positioned it in Japanese language instruction.
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  • Teaching Poetry Writing with Painting : A Focus on a Book by Michael and Peter Benton
    Yuka NAKAI
    Article type: Article
    2011 Volume 70 Pages 52-59
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_52
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    Recently in the UK, there has been an increase in studies about cooperatively teaching and learning Art and English as one sphere of the National Curriculum requirement. One of these studies examines the teaching of poetry with paintings by Michael and Peter Benton. They proposed various activities with poetry inspired by paintings, such as examining the poetry, dramatizing it, having children write their own, and so on. The purpose of this article is to explore the relationship between words in poetry and painting and to clarify the method and significance of teaching poetry writing with painting by examining the Bentons' book, Picture Poems. I found two roles for words from these activities set out by the Bentons. One is the role that gives "voice" to painting, and another is that which forms "space." These roles indicate the place where words arise, which are words outside of paintings and those inside of them. As seen, teaching in a style that brings together word and painting makes the function of words come to the forefront, and children attend to what words can express and what they cannot. This provided authentic learning of expression with words and offered important suggestions on how to develop the teaching of poetry writing so that children can learn about the potential for expression with words.
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  • A view of reading literacy as empowerment : analysis of key competencies
    Mayo NAGATA
    Article type: Article
    2011 Volume 70 Pages 60-67
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_60
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    The purpose of this paper is to suggest "reading literacy as empowerment" by considering and adopting key competencies and rebuilding PISA-type reading literacy. Key competencies that are required for success in personal and social development, regardless of differences such as country, culture, age, and occupation, were revealed by the OECD. Japanese researchers also suggest PISA-type reading literacy from the standpoint of Japanese language education. This paper clarified the fact that key competencies value a perspective of empowerment. Reading literacy, one of the key competencies, is also a skill that is deeply involved in empowerment. In addition, this paper crystallized how competent learners develop, as "reading literacy as empowerment" was based on precedence studies about empowerment in Japanese language education and analysis of practices with which learners develop "reading literacy as empowerment." As a result, it clarified that developing "reading literacy as empowerment" for learners could suggest reading literacy is different from the traditional theory of PISA-type reading literacy.
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  • A Study on Marcius Willson, Author of Willson's Readers
    Kikuko NISHIMOTO
    Article type: Article
    2011 Volume 70 Pages 68-75
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_68
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    The results of this research on how Marcius Willson would have generated his educational ideas to become the foundation of the Readers, according to time and incidents, show the following: (1) In boyhood, his ideas had been generated in his farmhouse life within a wonderful natural environment, with his father, a pious Christian, as the head of the family. (2) In his academy and college days, he had great opportunities to meet classmates or seniors who later became notable statesmen in America, and this motivated him to study the importance of debating or speaking experientially. (3) As a college teacher and the principal days of his alma mater, his ideas were generated as a teacher in actual school education. (4) In the latter part of the 1850s, after contracting with Harper & Bros. to write the Reader, he resided in New York City where he was able to get precious information about the Pestalozzi principle educational ideas and instruction, which had attracted great interest among educators.
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  • Inference in Comprehending Arguments of Expository Text : Abduction through Cooperative Learning Activities
    Shigeo MASE
    Article type: Article
    2011 Volume 70 Pages 76-83
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_76
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    The purpose of this study was to reveal the process of inference in comprehending the arguments of expository texts. In this paper, I considered Toulmin's model of argument as prescriptive in comparison with Noya's, and I analyzed discourse data of group discussions about the argument of an expository text by junior high school students in a Japanese class using Toulmin's model. As a result, several features appeared. First, the group discussion could be described as the process of cooperative abductive reasoning by participants. Second, students were constructing inferences to fill in the unexpressed elements of the argument in the text, and they played important roles for each other to achieve proper inference. Third, the proper inference was dependent on the comprehension of other parts of the text.
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  • The examination of five requirements for a question to promote the exchange of reading
    Osamu MATSUMOTO
    Article type: Article
    2011 Volume 70 Pages 84-91
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_84
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    The purpose of the study is to examine five requirements for a question to promote the exchange of reading. The five requirements are (1) attention to the surface of the text, (2) attention to the part of the text, (3) sharing of coherence-strategy, (4) guarantee of diversity of reading, and (5) attention of text to essence. These five theoretically considered requirements were examined based on the data of an actual class in a junior high school. The teaching material was the poem by Kitahara Hakusyu "Niwa no ichibu." The discussion protocol within a group of four people was examined. The exchange of reading was approved, and monitoring of the study process was performed. The conclusion is as follows: the exchange of reading is approved, and monitoring of the study is performed when the question meets the five requirements.
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  • Tsunekichi Masubuchi's Grammatical Educational Theory in the History of Postwar Japanese Grammar Education : Studies on Grammar as the Theoretical Background and an Analysis of a Grammatical Educational theory
    Kazuya YAMAMURO
    Article type: Article
    2011 Volume 70 Pages 92-99
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_92
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    The purpose of this paper is to locate a grammatical educational theory of Tsunekichi Masubuchi in the history of postwar Japanese grammar education. For this purpose, first, studies on grammar as a theoretical background of Maubuchi's grammatical educational theory are analyzed. Second, features of his grammatical educational theory are analyzed from the following three points: the analysis related to an attributive modification, the method for grasping sentence structure, and the establishment of stylistics for education. From the result of the analysis it has become clear that Masubuchi's theory shares a common ground with many other theories on teaching grammar. Meanwhile, two unique arguments of his theory about teaching grammar that hold a pivotal position in the history of postwar Japanese Grammar Education are enumerated below. First, with its roots in Tokeida grammar, it always makes an effort to use results based on the latest grammatical research from a practical point of view. Second, grammar has been applied for reading techniques without being biased towards classics or contemporary writing.
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  • Learning by Experiencing a Story through Drama : An Analysis Based on Drama Theory and Practice in the UK from the Perspective of National Language Education
    Takahiro WATANABE
    Article type: Article
    2011 Volume 70 Pages 100-107
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_100
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    Stories have been exclusively used as the target of reading in national language education in Japan. However, experiencing a story through drama can also have some benefits. In the UK, this kind of activity has developed; they have conventions such as still image and hot-seating, and they use situations that are not directly written in the original text. A drama lesson conducted by an experienced teacher in a primary school in London is analyzed in this paper. The lesson prompts the understanding of the story by immersing children in a fictitious world. It improves the skills of speaking and listening by setting up an authentic situation where the skills are used. It also helps to develop reading and writing skills; writing activities using the story situation were conducted by a class teacher after the lesson.
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  • Historical development of standard language education : The standard language education of Nishinaruse elementary school in Akita after World War II
    Yasuko ONODERA
    Article type: Article
    2011 Volume 70 Pages 108-115
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_108
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    Kumakichi Endo taught standard language education at Nishinaruse elementary school in Akita. After his death, Nishinaruse elementary school succeeded to the standard language education. The purpose of this paper is to historically and concretely define the standard language education of Nishinaruse elementary school after Kumakichi's death. An aspect of the standard language education became clear by an analysis of a document that was edited in Nishinaruse elementary school; a document that was not analyzed well until now. Through this analysis, two things were clarified. The first is that the standard language education of Nishinaruse elementary school was able to progress to the superior theory and practice of linguistic education of Kumakichi Endo because there was an effort by teachers who sought systematization of linguistic education. The second is that they adopted a great deal of independent activity for children in their standard language education. However, such activity has become the teacher-based system called "Kotobakentei" and "Kotobasennsei."
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  • "Personality" and "Art" in the 1910s : The circumstances leading to Bungei-Kyouiku-ron, written by Noburu Katagami
    Izumi NAKAYA
    Article type: Article
    2011 Volume 70 Pages 123-116
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_123
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    This paper describes the background of the prevalent literary education in the 1910s, particularly focusing on the words "personality," "art," and "literature," which appeared frequently in education magazines of the period. In the 1910s, "personalism" was advocated by Rudolf Eucken, who was a famous doctor of philosophy, and "the education of personalism" that developed from personalism was prevalent. In this line of thought, it was said that a teacher's personality was important. In this situation, "personality" was accepted as a comprehensive term, or a superordinate concept that was beyond the bounds of logic. Interestingly, "art" and "literature" were similar to "personality" in that they were also thought of as superordinate concepts. This resemblance succeeded in connecting education with art and literature. Artist and author were seen to have great personalities, as a teacher should have. Consequently, "literary education" attracted considerable attention, and not only personality but also art and literature gained prestige as superordinate concepts based on logical argument.
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  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 70 Pages 124-126
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_124
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  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 70 Pages 127-129
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_127
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  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 70 Pages 130-132
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_130
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  • [title in Japanese]
    [in Japanese]
    Article type: Article
    2011 Volume 70 Pages 133-135
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_133
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  • [title in Japanese]
    Article type: Bibliography
    2011 Volume 70 Pages 136-141
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_136
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 142-144
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_142
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 145-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_145_1
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 145-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_145_2
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 146-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_146
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 147-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_147
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 148-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_148_1
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 148-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_148_2
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 148-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_148_3
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 149-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_149_1
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages 149-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_149_2
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages App2-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_App2
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages App3-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_App3
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  • [title in Japanese]
    Article type: Appendix
    2011 Volume 70 Pages App4-
    Published: September 30, 2011
    Released on J-STAGE: July 10, 2017
    DOIhttps://doi.org/10.20555/kokugoka.70.0_App4
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