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Article type: Cover
2016 Volume 79 Pages
Cover1-
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Article type: Index
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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[in Japanese]
Article type: Article
2016 Volume 79 Pages
3-5
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[in Japanese]
Article type: Article
2016 Volume 79 Pages
6-8
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[in Japanese]
Article type: Article
2016 Volume 79 Pages
9-11
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[in Japanese]
Article type: Article
2016 Volume 79 Pages
12-14
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Masafumi IKEDA
Article type: Article
2016 Volume 79 Pages
15-22
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This paper discussed the process of establishing the concept of the "thematic unit" in Minoru Koshimizu's theory of unit learning. First, Minoru Koshimizu divided the "unit of work" into different concepts and recommended the "topical unit" instead of the "problem unit." Moreover, in 1958 he advocated the "thematic unit" as being better for the following three reasons: 1) it enables the students to express their inner thoughts; 2) it allows the students to read texts thoroughly; and 3) it clarified his own earlier theories. This paper found that such an affirmation demonstrates his continuing challenge to overcome the problems with the unit learning theory in Japanese language arts in the early postwar period.
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Masahiro KITAGAWA
Article type: Article
2016 Volume 79 Pages
23-30
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This study examined the smoothest method of introducing discussion at the elementary school stage. Previous studies have focused on a confrontational or cooperative discussion. However, the effect of preliminary cooperative discussion on confrontational discussion was unknown. Therefore, fifth-grade children efforts in the order of confrontational discussion from cooperative discussion, and I analized these discussions. The results of quantitative analysis indicate an increase of terms such as "support," "supplement," and "summarize." Moreover, from the results of qualitative analysis, "object" was found to be transformed so as to consider the other party. These results demonstrate the need to lead cooperativity in discussion at the elementary school stage.
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Mami KUROKAWA
Article type: Article
2016 Volume 79 Pages
31-38
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This article, I discussed the historical background of "Three Years Hill," which is a famous Korean folk tale in Japan and is included in Japanese textbooks to this day. It first appeared in Korean textbooks in 1934 when Korea was under Japanese occupation. It has been suggested that it might be an imported version of a similar story from Japan. Thus, this study re-examined its historical background by using a structural analysis of its motifs. It was found that although "Three Years Hill" has appeared in various media as well as textbooks, and it exists in a variety of stories in both countries, its origin is in the Japanese occupation's Korean textbook, which was influenced by Japan.
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Masaru SUMIDA, Mamoru TERADA, [in Japanese], Seiji SUNAGAWA, Makoto NA ...
Article type: Article
2016 Volume 79 Pages
39-46
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In this study, we explored the complementarity of ignorance in the study of learning as a social act and as subject matter in Japanese language education. We explored the influences of "another reader" that reads the text and "another text" that the class has been read, and the resultant ways of reading. We adopted a "Vygotsky Space" as a lens of learning and explained the relation of "another reader" and "another text" through an analysis of learners' protocols in a study of "Takasebune" at an experimental Japanese class. It was found that learners needed peers to appropriate new cognitive tools, and when a learner transformed the cognitive tools into a new usage, they needed peers to talk about the new interpretation. In the "Takasebune" class, where learners compared two scenes chosen arbitrarily, we identified possibilities of new tool use and creating new interpretations. In addition, we identified the significant meanings of the teacher's behavior that influenced learners' study and that encouraged their "Appropriation".
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Shingo TOMIYASU
Article type: Article
2016 Volume 79 Pages
47-54
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In this study, we used theoretical considerations to develop a model that describes the curriculum of the Japanese language program. A problem that appears in curriculum descriptions comes from the use of an elementalistic approach. If a description is based on an elementalistic approach that abstracts situations from lesson contents, then the curriculum will be decontextualized, and it will be difficult for students to apply the lessons in actual situations. In this study, we addressed this problem through an approach that introduces the concept of "events" in a descriptive model. In this way, we were able to configure a descriptive model that "illustrates the behavior of utilizing strategies in various situations" to describe the Japanese language curriculum. In order to specify the aspects of the descriptive model, a pattern language model was considered. The use of pattern language (1) can be a means to express situations, (2) has a recursive structure, and (3) is flexible. These points were considered to make this method suitable for implementing the above descriptive model. Moreover, we demonstrated that it is possible to describe actual situations by using this method.
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Kikuko NISHIMOTO
Article type: Article
2016 Volume 79 Pages
55-62
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Kummou Gojou (1873) by Tatsutarou Kumagai (1846-1922) was translated as part of the American version of Improvement of the Mind (1868) by Isaac Watts (1674-1748). Kummou Gojou, which had a high evaluation in the West in the comtenporary period, discussed the role and experience of the "conversation" in learning and educational guidance. It was worthy of notice that this abridged edition by Kumagai was transulated during the preparation period of the Japanese "conversation course" in the early Meiji era. However, these contents were not accepted in the purposes of the educational system's "conversation course" promulgated in 1872 in Japan. The translation's foresightedness was appreciated, but it was shown to be premature when compared with the spread of common language that resulted from the indispensability of the conversation's actual situation in Japan.
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[in Japanese]
Article type: Article
2016 Volume 79 Pages
63-65
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Article type: Bibliography
2016 Volume 79 Pages
66-68
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Article type: Appendix
2016 Volume 79 Pages
69-72
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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Article type: Appendix
2016 Volume 79 Pages
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