kokugokakyouiku

Recently, the media environment has transformed considerably; instead of "mass media," formation of public opinion is now influenced by "social media." Thus, we must consider instituting new media literacy education to correspond with the new media environment. From our perspective, the most important feature of any media literacy education should be its ethical aspects. First, we considered how ethical aspects are positioned in the discussion of media literacy and found the term "practical moral knowledge" to be worth our attention. Next, to apply practical moral knowledge to new media literacy, we investigated Our Space, finding it necessary to focus on the ethical strategies we use in our everyday lives-both online and offline. From the results, we concluded that introducing new media literacy is important for shifting the existing paradigm within Japanese language education.

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When designing the learning process for language activities that generate meaning, we must reconsider dialog as an element in which a student's thinking expression process and linguistic knowledge supplement each other. In the learning process of linked poem creation, a dialog with others and an interior dialog unify. Therefore, dialog is stratified in co-creation with an "interaction, osmosis, and synthesis." From this viewpoint of multi-story elements, we performed an analysis of the learning process in linked poem creation. It became clear that the framework of linguistic knowledge functions in a structural relationship with the thinking expression process. As a result, we were able to extract requirements for a learning process design that used dialog as its core.

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In Japan, one challenge of teaching children to write poetry is establishing a theory to assess their learning. Sue Dymoke, a poetry educator in the United Kingdom, emphasizes the "draft" method for assessing poetry. Through an examination of Dymoke's theory and practice, this article clarifies the assessment of children's learning in poetry class. One basic clarification must be the dual meanings of "draft": one is "draft as a concept," that is, the accumulation of all acts during writing; the other is "draft as an entity," that is, a concrete measure of the process. From Dymoke's assessment model, I derived the following four elements of development: poetic form, independence, imagination, and quality of ideas. Overall, with some clarification, Dymoke discusses a concrete evaluation method that facilitates assessment combined with teaching.

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This paper re-examines the objections to the commonly accepted compiler, components, and publication date of SHOGAKU TOKUHON (STH). The first edition of the STH primary school readers appeared sometime in the early Meiji era. The author concludes that the compiler of the first STH volumes was Tanaka Yoshikado, not an officer of the Ministry of Education. This conclusion results from minute research on staff testimony, circumstances of compiling textbooks at the normal school editorial office, and Yoshikado's other career at the Navy School, among other evidence. Furthermore, research on STH has clarified the month and year of the first edition and its components: the earliest copy appeared in four volumes in March 1873; later, five volumes were composed with the four volumes of Yoshikado's edition and Volume 5 of Gakumukyoku's reader. Nonetheless, for complete clarity, more research is required on the components and publication dates of Volumes 4, 5, and 6.

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