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Article type: Cover
2013 Volume 74 Pages
Cover1-
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Article type: Index
2013 Volume 74 Pages
Toc1-
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Article type: Appendix
2013 Volume 74 Pages
App1-
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[in Japanese]
Article type: Article
2013 Volume 74 Pages
3-4
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[in Japanese]
Article type: Article
2013 Volume 74 Pages
5-7
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[in Japanese]
Article type: Article
2013 Volume 74 Pages
8-10
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[in Japanese]
Article type: Article
2013 Volume 74 Pages
11-13
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Kunihiro KOUDA
Article type: Article
2013 Volume 74 Pages
14-21
Published: September 30, 2013
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This study explores the process of creating standard study material using the example of "Rashomon." "Rashomon" has been a best-seller since the 1970s, and its influence and popularity have significantly increased along with textbook revisions because of the revision in the curriculum. In related literature, research methods such as work theory and reading guidance note that "Rashomon" has maintained a constant position as a short story for one year of initial learning. Along with using literature classics as teaching material, it is important that textbook companies and educational bodies consider adopting literature classics as "standard study material." This study demonstrates the primary interdependencies between the different organizations involved in school curriculum design.
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Yuusuke TANAKA
Article type: Article
2013 Volume 74 Pages
22-29
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To get a thorough understanding of the relationship between kokugo education in Japan and Japanese language education in China, this study attempts to unravel the roles, achievements, educational contents, and issues in the practical teaching activities of the kokugo teachers. These teachers were dispatched as Japanese language teachers to Chinese universities during the late 1970s to the present. The study is based on interviews with kokugo teachers and related documentary materials. The study results show that (1) the kokugo teachers are required to demonstrate accurate Japanese language skills and a "Japanese mind" as well as knowledge of Japanese culture and society, (2) their expertise is better used in specific curricula determined by the grade and subject they teach, and (3) in spite of being criticized, kokugo content and methods have been consistently used. Hence, it is necessary to reconsider Japanese language education from the kokugo education perspective, in turn implying the further study of kokugo education.
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Shingo TOMIYASU
Article type: Article
2013 Volume 74 Pages
30-37
Published: September 30, 2013
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In this study, I examine the role of practice to describe strategies to create knowledge. This is defined as practice that learners and teachers do to refine and find strategies oriented toward useful language activities. As a result of the investigation, I found four necessary conditions for practice. The method of pattern languages is suitable for the conditions. The requirements are 1) Connection of action and purpose, 2) Explicitness, 3) Readiness for scalability, and 4) Movement in the direction of orientation. Under these conditions, I have created a pattern language and conducted group work to reflect the discussion. In the group work, it was observed that learners' empathy toward some was different than toward others. The result is that practice to describe the strategies is effective to increase awareness of language activities.
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Yuki NAGAOKA
Article type: Article
2013 Volume 74 Pages
38-45
Published: September 30, 2013
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In Hiragana education, teachers assess children's writing ability by using criteria such as the characters they can write and the number of characters they can write. In addition, teachers tend to judge characters that are not written according to orthography as incorrect. However, the characters that are deemed incorrect reveal the writing strategies of children. The important aims of Hiragana education are to correctly perceive children's writing strategies and create an assessment method effective in supporting their learning. Therefore, this paper presents a method to assess Hiragana characters written by children. In this paper, I examine previous studies on "invented spelling" and Piaget's constructivism. I then present the viewpoint that teachers should record the writing strategies that a learner uses and assess the process of the learner's acquisition of his or her own Japanese writing methodology on a long-term basis.
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Daisuke HARADA
Article type: Article
2013 Volume 74 Pages
46-53
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This paper introduces the perspective of inclusion in Japanese language education by embodying communication education in Japanese language education. The method adopts the following three measures: (1) assessing the significance of Japanese language education from the perspective of inclusion, (2) confirming the effectiveness of the embodiment of communication education in Japanese language education based on (1), and (3) pointing out the possibility and assignment of the perspective of inclusion to be introduced into the Japanese language education based on (1) and (2).
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Tetsuya SAWAGUCHI
Article type: Article
2013 Volume 74 Pages
54-61
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This empirical research on critical reading reports the method and its practice in high school that enable learners to critically read and express while maintaining a dialogue with the text. Three goals were set: (1) to learn how to analyze, (2) to learn how to deepen learners' thoughts, and (3) to learn how to express learners' ideas through their thoughts. Specifically, the learners took a macroscopic view of the text, recognized the structure of passages and the rhetoric inferred from the information in the text, connected the context with their own knowledge, interpreted the applied model, and evaluated the text through comprehensive thought. Furthermore, the learners practiced writing following the criticism expressed in the text itself so that they could build awareness of the writer's point of view. A cooperative learning style was applied to every activity. The repetition of these learning activities created an attitude of text-searching, a deeper understanding, a comprehensive and analytical way of reading, and an improvement in the quality of revision. The cooperative learning activities enabled visualization of the thinking process and helped the class enjoy the process.
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Hitomi NAKAJIMA
Article type: Article
2013 Volume 74 Pages
62-69
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This paper describes the effects of a writing center in a high school through studying its operation at International Christian University High School from May 2010 to March 2013. Students utilized one-to-one sessions with tutors by receiving dialogue-based feedback to improve on their writing assignments for different subjects. The sessions covered prewriting to writing the final draft. Overall, the number of users increased over the three years and a high level of satisfaction was achieved. According to questionnaires, student users learned or became aware of what they wanted to write, how to write, and how the audience would respond to their writing. At the same time, they were happy to be treated as independent writers. In addition, the tutors themselves felt that they also became better writers, communicators, and educators through the sessions. The faculty members also felt the significance of having the writing center as a place where the students could discuss their writings with someone. Given these results, we conclude that launching and operating a writing center in high schools is significant.
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Keiko HOSO
Article type: Article
2013 Volume 74 Pages
70-77
Published: September 30, 2013
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Along with the reading of classroom materials in elementary school language arts, skills pertaining to reading a variety of books is also important. However, considering Jisu teaching materials and the different language arts, fostering a variety of reading powers only in the language arts classes is difficult. Because of this, at the same time as the language arts classes, I emphasized reading instruction daily, and attention, "Recording the reading life" Omura (the junior high school students for). Then, it was developed and improved in elementary schools and was called a "reading diary," and then recommended practice to clarify the perspective of four. The goal of this study is to reveal the power that reading has to keep up with the body by performing to continue reading diary guidance in third grade is an object.
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Liangyin Yu
Article type: Article
2013 Volume 74 Pages
78-85
Published: September 30, 2013
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This paper investigates literature education in Taiwan's elementary schools based on aspects of "outside" (language knowledge, language skills) and "inside" (the experience of literature, human growth). The subjects of this study are the Grade 1-9 Curriculum Guidelines in Taiwan (including Foundational Objective, Ten Basic Abilities, Curriculum Goals of Mandarin, and Reading Teaching) and the related literature teaching materials (including the guides for learning) in Japan and Taiwan. The results are as the following. Although there are many abilities and values mentioned in the Foundational Objective and Ten Basic Abilities that should be learned from "inside" the teaching materials, in terms of the literature teaching scene, the learning and the teaching points placed importance on the "outside" of the teaching materials.
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Noriyuki TSUZUKI
Article type: Article
2013 Volume 74 Pages
93-86
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This study clarifies the education of the history of Japanese literature from the end of the Meiji Era to the early Showa Era. In the Taisho Era, although not prescribed in the laws, contents on the history of Japanese literature were recorded in a textbook for junior high schools under the pre-war education system. The history of Japanese literature was taught during this era because it imparted Japanese national virtues. In addition, understanding Japanese Heian literature was required to enter upper school divisions, and the history of Japanese literature was required as a prerequisite to learn Japanese Heian literature. Furthermore, knowledge of the history of Japanese literature was considered as commonsense by the Japanese people in the early Showa Era.
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[in Japanese]
Article type: Article
2013 Volume 74 Pages
94-96
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[in Japanese]
Article type: Article
2013 Volume 74 Pages
97-99
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[in Japanese]
Article type: Article
2013 Volume 74 Pages
100-102
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[in Japanese]
Article type: Article
2013 Volume 74 Pages
103-105
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Article type: Bibliography
2013 Volume 74 Pages
106-109
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Article type: Appendix
2013 Volume 74 Pages
110-112
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Article type: Appendix
2013 Volume 74 Pages
113-
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Article type: Appendix
2013 Volume 74 Pages
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Article type: Appendix
2013 Volume 74 Pages
114-
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Article type: Appendix
2013 Volume 74 Pages
115-
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Article type: Appendix
2013 Volume 74 Pages
116-
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Article type: Appendix
2013 Volume 74 Pages
116-
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Article type: Appendix
2013 Volume 74 Pages
117-
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Article type: Appendix
2013 Volume 74 Pages
118-
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Article type: Appendix
2013 Volume 74 Pages
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Article type: Appendix
2013 Volume 74 Pages
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Article type: Appendix
2013 Volume 74 Pages
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Article type: Appendix
2013 Volume 74 Pages
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