This study created a classification table that organized educational content based on knowledge about Kanji characters. To create the foundation of the classification table, we examined the framework of taxonomies used in similar studies on Kanji. Anderson et al.’s (2001) Revised Bloom’s Taxonomy and Marzano et al.’s (2007) New Taxonomy were investigated. The results helped create a classification table based on Marzano et al.’s (2007) framework taxonomy.

Domains of Knowledge in Marzano et al.’s taxonomy were utilized to organize the extracted learning content present within a single unit on Kanji characters in an elementary Japanese textbook. This enabled us to classify the knowledge about Kanji into “Information” and “Mental Procedures” through a detailed classification table for each.

This classification table aided in a trial analysis of elementary Japanese textbooks, which clarified the significantly different treatments of “Phonetic elements.” This was one of the generalized trial subjects among the textbook companies. The classification table created in this study could contribute to the review of the curriculum on Kanji characters from the aspect of providing knowledge on such characters.

Previous research has not adequately demonstrated the effects of incorporating reading aloud into cooperative elaboration instruction on learners. As a new method, this study therefore developed a cooperative elaboration by reading aloud. To determine the aforementioned impact, surveys were conducted with fifth-grade students and examined and compared to group conferences.

Incorporating reading aloud into the cooperative elaboration teaching was found to make it easier for writers to discover improvements and good points in their own drafts. Specifically, the writer uses their own voice or those of peers as material to identify points that need to be corrected or checking the suitability of the improved parts. A future task is to expand the analysis scope and to clarify learner transformation through long-term empirical research on the teaching of prodding.

This study analyzes and discusses learners’ metacognitive knowledge in the introductory phase of elementary school discussions, focusing on consensus-type discussions. First, previous studies were analyzed to categorize metacognitive knowledge. Using this categorization as the perspective for the analysis, this study conducted three surveys. The participants were 34 first-year students at a national elementary school in Tokyo, which the author oversees. The results revealed two things. First, learners at this stage are updating their metacognitive knowledge during discussions. Second, the learners themselves are promoting acquiring and updating metacognitive knowledge. In the conflict in consensual discussions, introductory learners are acquiring new and updating their existing metacognitive knowledge through experience and their own awareness.

In many elementary schools, the fundamental challenge lies in the fact that learners finish the lessons of “Gongitsune” with an assimilated reading of Gong. In pursuing this fundamental issue, the cause is found to lie in not correctly capturing the narrative structure of “GonGitsune” and the change of viewpoint in the final scene.

The class was designed to make use of the characteristics of “Gongitsune” to create a “story of Hyoujýu afterward. ” As a result, the children were able to read “Gongitsune” with a sense of objectification. Through this practice, we found usefulness in solving the problems of the “Gongitsune” class.

The learners’ case studies were further analyzed and “Nakayama-sama” and “kasuke” were highlighted as key to the learners’ understanding of the narrative structure of “Gongitsune.”

We examined the effectiveness of vocabulary instruction practices in essay writing for the third grade of junior high school and identified two strategies. The first is to insert systematic vocabulary learning to learn the diversity and perception of vocabulary while exploring emotional vocabulary in the context of functional vocabulary learning, in which students try to use the right words to express emotions in their writing. The second is to position their own reflection activities on vocabulary and its use before the systematic vocabulary learning. Based on the description of reflection at each stage, we examined how the learning guidance process based on these strategies worked, and how learners gained recognition as a necessary force for vocabulary learning. As a result, learners may be aware of the relationship between vocabulary and emotions, the recognition of emotions by vocabulary, and may increase their awareness of vocabulary and its use, including attitudes. In addition, in fostering vocabulary learning ability, it is important to be aware of the issues of trying to find suitable words. However, since these are the results of a single practice, it is necessary to examine them through the accumulation of practical research, paying attention to the relationship between various factors such as the type and subject matter of the essay, the type of vocabulary to be handled, and the method of inquiry.

We focus on “Jade in the Water” (Suichu no Tama), folktales commonly included in colonial textbooks used in colonial Korea, Manchuria, and Micronesia, and discuss their status in the textbooks and compared the text and illustrations.

The results revealed the following: (1) The “Jade in the Water” (Suichu no Tama) teaching materials originated in colonial Korea and were used in all colonies. (2) In Manchuria, there was an emphasis on the role of “god” and the expression “five colors,” which suggests the harmony of the five ethnic groups, and a weakening of the concept of “family system.” (3) In Micronesia, there was a strong emphasis on the characters’ poor lifestyles, the beauty of nature and the people’s hearts, and brotherhood.

In addition, the illustrations depicted the brothers wearing hanbok in colonial Korea and Manchuria. In Micronesia, they were wearing what appeared to be Japanese kimonos, suggesting a strong intent for acculturating Micronesia to Japan.

These findings suggest that details of “Jade in the Water” (Suichu no Tama) were modified according to each colony’s situation and Japan’s attitude toward its colonies and that they were used as teaching materials.

Learners learn about the world and form their own values through watching a variety of moving images. This study demonstrates how to teach learning with moving image texts from the position that such images should be brought into the classroom as a learning material. LOOK AGAIN! published by the British Film Institute is examined as a source material, which provides the development of teaching materials using moving image texts and the suggestions for the curriculum.

The four major points discussed are as follows:(1) the basic teaching skills to make learners grasp the messages hidden in moving image texts, (2) the most basic perspectives in reading and understanding moving image texts, (3) four points necessary for developing learning using moving image texts, and (4) examples of learning activities using moving image texts to stimulate learners’ thinking.