The approach to teaching materials, there are two. One is the idea that culture itself is a teaching materials content. Another is the idea that it is implemented in the learner. These two have each with a displacement of the two. Thus, there is a concept of four " there " to " become ". Of these four teaching materials concept, this paper supports the idea of a fourth that student is involved.

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Writing down something we hear in a “Sound Diary”, which was developed by R. Murray Schafer, is a well-established activity to recognize various sounds. This paper reports on the effectiveness of the Sound Diary as a learning tool for children in fourth grade, and a cross-disciplinary classroom program among three areas of diet, environment, and sound. Before and after the program, we asked the elementary students to note some sounds they heard every day in their own Sound Diaries. As a result, the Sound Diary was a useful cognitive tool of sounds for even elementary students, and the comprehensive program helped them to listen more effectively. The program brought about both qualitative change and quantitative increase of descriptions in the Sound Diaries.

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The purpose of this paper was to make clear how geography teaching is structured through analyzing a unit of “Structural Change of Ruhr Region”, a unit of geography teaching in Germany Hauptschule developed by Engelhard. The results of this paper are the following: 1.Organizing geography teaching need to utilize data concerning the start-conditions of students and teachers. 2. Organizing geography teaching need to organize not only teaching contents, but also teaching methods from various points of view of teaching geography.

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The purpose of this paper is to design a unit “Sequence” for realizing “Mathematization”. For attaining the purpose, this paper draws out viewpoints for realizing “Mathematization” from realizing “emergent modeling” theory. The conclusions of this paper are as follows.1) We were able to draw out three viewpoints of instructional design; realizing “mathematical reality”, “model”, and the reflex relationship between the two. We were able to design a unit “Sequence” for realizing “Mathematization” by using those viewpoints. 2) The unit “Sequence” designed in this paper suggests improvements on traditional methods of instruction on this unit. We have to intend for students to reinvent a method of inquiring “Change” using a recursion form.

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In 1942-43, the 5th national elementary textbooks ‘Shoto-ka Sansu [Elementary Arithmetic] ’ were published. I make comparison between the textbooks and the previous textbooks, the 4th national textbooks ‘Jinjo Syogaku Sanjutsu [Ordinary ElementaryArithmetic]’. Through the comparison, I revaluate the teaching materials for geometry in ‘Shoto-ka Sansu’. Between those textbooks, I can see significant difference. In ‘Shoto-ka Sansu’, there are the materials that reflect the intention to develop children's figural concepts through their intuition,

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Currently the pursuit of children’s autonomous involvement and teacher’s initiative in the selection, decision, manner of utilization, and contents of educational materials are tend to be considered conflicting. However, questioning it from a view point of "autonomy" which can be interpreted from "Legitimate Peripheral Participation" theory by Jean Lave & Etienne Wenger, it is contemplated that they are not at all conflicting but children’s autonomous involvement in educational materials is better guaranteed by teachers properly exercising their initiative. Educational materials in this context are not entrenched, but are considered to be re- constructed and updated continuously. In this paper, I will discuss that educational materials are reconstructed and metamorphosed in a dynamic context in which teachers and children recognize their responsibilities in practice and autonomously participate in activities cooperating with each other.

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This study is addressed to investigate which is the better predictor for reading comprehension, text coverage or vocabulary sizes. Two reading texts with ten multiple questions were prepared for this study. By using JACET 8000, beyond-2000 frequency band words used in each text and their word tokens were analyzed and made into a list. Learners were asked to take the VLT Flash to estimate their vocabulary size. They were also asked if they knew beyond- 2000 frequency band words. By using these data, learners’vocabulary size and their text coverage of the texts were calculated. They finally read two texts and answered twenty reading comprehension questions. The results showed that the correlation between reading comprehension and text coverage was almost identical to that of reading comprehension and vocabulary sizes.

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This article treats some features in activity “Listening to the surrounding sound.” For this purpose, it approaches from two directions. 1.The characteristic as a musical symbol. 2.Musical materials in the 20th century music composition thought. By listening to environmental sounds as a symbol, it is possible to make“hearing sounds”change to“listening to the music.” And there are several possibilities for musical education in it.

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