kokugokakyouiku

According to reader response theory, a teacher's role is not to teach a particular interpretation or response, but to scaffold the students' reader responses. This study investigates that role. For the analysis, I observed lessons (19 hours of data) of junior high school third-grade students. Based on grounded theory, the results revealed that teachers who scaffold students' reader responses typically play five roles. Furthermore, I found a relationship between the students' task and the specific role adopted by the teacher. However, when engaged in conversation with students, teachers dynamically alternate among the five roles.

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This secondary analysis of journal articles (April 1990-March 2014) discusses the background of instruction in reading expository texts, especially focusing on a transition in comprehension strategies instruction. Through this analysis, I clarified the achievements and problems of comprehension strategies instruction after 2000. The transition's achievements were that most instructional strategies could raise students' awareness of comprehension strategies, with those strategies increasingly inspiring reading of logical relationships. This transition rests on the following three bases: (1) government and society's demands for fostering critical readers ; (2) Teachers' reflections on their past instructions; and (3) acceptance of theory that considers logic as argument. However, we need to work at improving junior high school instructional processes to encourage learning selection and integration of comprehension strategies.

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By conducting writing research targeting senior-class kindergarteners, this study proposed to clarify (1) how children are to spell a word and (2) how children behave if they do not know the word's spelling. First, I examined how children try to express their thoughts in characters. The results revealed features of spelling the word when the student converts speech codes into character codes and features of notation related to stroke and discrimination of form. Thereafter, I observed children's essay writing process. I clarified how a child approaches others to learn how to write a character. Results revealed that even if a child is taught to ask others how to write a character, rather than writing a character in exactly the same way, there is a case to take in that it taught me partially.

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This paper discusses a teaching method employed during the Meiji era for Kanbun, literature written entirely in kanji, by analyzing "KANBUN KYOUKASYO" (1902) and "KANBUN KYOUKASYO BIKOU" (1902), edited by Shiro AKIYAMA. The analysis indicates that Shiro AKIYAMA criticized traditional learning methods. Furthermore, research on "KANBUN KYOUKASYO BIKOU" clarified that the Herbartianism teaching method was introduced into Kanbun education during the Meiji era.

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