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こどもと児童雑誌

児童読物の科学の確立のために

高野桂一

教育社会学研究
1957年 12 巻 32-57
発行日: 1957/10/20
公開日: 2011/03/18

DOI https://doi.org/10.11151/eds1951.12.32

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詩の教育における問題点

湯沢正範

日本文学
1957年 6 巻 2 号 123-130
発行日: 1957/02/01
公開日: 2017/08/01

DOI https://doi.org/10.20620/nihonbungaku.6.2_123

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2000年から2009年までの10年間に児童生徒が読書した作品

全国読書感想文コンクール入選の読書対象作品の集計及び５月読書の統計から

米谷茂則

読書科学
2012年 54 巻 1-2 号 29-42
発行日: 2012/03/15
公開日: 2019/02/25

DOI https://doi.org/10.19011/sor.54.1-2_29

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This paper examines a decadeʼs worth of May Reading Survey conducted by the School Library Association in Japan annually,collecting the data as “free reading.” Also collected are data of books for “thinking” accepted at the national reading report competition co-organized by the association and the Mainichi Newspapers Co.,Ltd.and studied in this paper by dividing these into fiction and non-fiction books. The data collected present the history of school childrenʼs reading activities,show the selection of books preferably to be read by school children for a long time to come,as well as serving as a reference for school libraries when choosing books.
Of books to be read for “thinking” by school children of younger grades in primary schools,Satchan No Maho
No Te was the most selected fiction title,while Fabreʼs Book of Insects was the most selected non-fiction title. On the
other hand,as free reading books,the Harry Potter series is the most read by school children of higher grades in primary schools,while books for “thinking” saw Happy Birthday as the most selected fiction title and Gotai Fumanzoku (No
Oneʼs Perfect) as the most selected non-fiction title. In the case of junior high school students,the Harry Potter series
was also the most read as free reading,while Natsu no Niwa was the most read fiction book for “thinking” and Dakara
Anata Mo Ikinuite (So Can You) was the most read non-fiction book for “thinking.” The Harry Potter series is also
the most read as free reading among senior high school students,while books most read for “thinking” were the fiction
Ningen Shikkaku (No Longer Human) and non-fiction Dakara Anata Mo Ikunuite.
In the decade since 2000,the greatest achievement in book reading at schools was the establishment of morning reading at junior high schools,with about half of all schools implementing it daily in 2009.
Notable works read by junior and senior high school students have been those written by Kiyoshi Shigematsu,Risa Wataya, and Kazuo Aoki. On the other hand, we wish to further recommend works by Keigo Higashino, Hideo Yokoyama,and Takeru Kaido for free reading.
Future issues will be to include manga books as part of the morning reading,the reading of natural science books among junior and senior high school students,as well as further promoting of morning reading at the senior high school level.

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図書館と映画上映活動 : 昭和戦前・戦時期

高梨章

図書館界
2012年 64 巻 1 号 2-18
発行日: 2012/05/01
公開日: 2017/05/24

DOI https://doi.org/10.20628/toshokankai.64.1_2

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昭和初年期は視聴覚メディアが大衆化した時代である。映画・レコード・ラジオ・紙芝居等々。今回はその中から「映画」を取り上げ,映画上映・映画鑑賞という視点から昭和戦前・戦時期の図書館を検証した。主な対象図書館は,鎌田共済会図書館,葵文庫,東京市立図書館,県立鳥取図書館である。「映画」を取り上げることによって,図書館がどの層を対象としてサービスを行なっていたのか,力を注いだのかが見えやすくなる。その地域性や,図書館の方針等を踏まえて,意外にバラエティに富んだ図書館の諸活動を見ていく。
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学校教育の場における「ヒロシマ・ナガサキ」の記憶の形成

安藤裕子

平和研究
2007年 32 巻 137-156
発行日: 2007年
公開日: 2023/11/24

DOI https://doi.org/10.50848/psaj.32008

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This article aims to examine as to how the public memory of “Hiroshima and Nagasaki” has been formed in the school education system and disseminated through history and sociology textbooks.
In the immediate postwar era, “Hiroshima and Nagasaki” was articulated as both the symbol of the unprecedented suffering endured by the Japanese people and their final defeat. This perspective, combined with many emotional stories of survival, appeared in numerous textbooks and museum exhibitions, resulting in the typical Japanese view that “Hiroshima and Nagasaki” was the nations’supreme sacrifice to end the war and thereby“making peace”. This view, in turn, brought us the conviction that as the only nation to have experienced a nuclear attack, Japanese people have the obligation and the right to pursue the world peace through the abolition of nuclear weapons.
This view, however, began to change in the 1980’s. The “history textbook issue” revealed their lack of awareness as the aggressor, resulting in fierce criticism from neighbor countries. In response to this criticism, the narrative in textbooks began to change and improved as outlined below.
Firstly, detailed descriptions of atrocities committed by the Japanese military increased remarkably, weakening the perception that “Hiroshima and Nagasaki” was a unique symbol of Japanese sacrifice. Secondly, vivid descriptions of the Great Tokyo Air Raids and the Battle of Okinawa also increased, further diminishing the tendency to particularize the damage of “Hiroshima and Nagasaki”. Thirdly, as textbooks began to present data quantifying war victims from around the world, the “mega-death” of A-bombs looked less remarkable. Lastly, the practice and theory of“Atomic Diplomacy” and “indiscriminate air raids” brought them the perspective that the A-bomb attack was not a disaster but the result of US wartime strategy.
While these changes in viewpoint came much too slowly and are still largely insufficient, the result is that “Hiroshima and Nagasaki” is now narrated more objectively and relatively in textbooks. These changes, however, while laudable, if taken too far, could cause a gradual decline in its presence and meaning.

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防災教育学会第1 回大会記念フォーラム

防災学会会長基調講演

諏訪清二

防災教育学研究
2021年 1 巻 2 号 1-14
発行日: 2021年
公開日: 2021/10/31

DOI https://doi.org/10.51004/rjde.1.2_1

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プラーナ概説

中野照義, ウインテルニッツ

密教文化
1958年 1958 巻 40 号 25-72
発行日: 1958/05/25
公開日: 2010/03/12

DOI https://doi.org/10.11168/jeb1947.1958.25

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