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Current situations and Issues of Japanese Language and Literature Teaching Method in Junor College
Get PDF短期大学では中学校教諭二種の普通免許が取得できるが、教科の指導法の授業は半期１コマ（２単位）で行われているのがほとんどである。免許の種類（一種と二種）が違うとはいえ、四年制大学での教科指導法の授業が４コマ（８単位）で設置され、２年をかけて学ぶカリキュラムであるのに比べると、短期大学生は大変短い時間で知識や技能を習得し、教育実習に臨まなければならない。さらに、中学校では2018年度より新学習指導要領の移行期間に入り、2021年度には全面実施が行われる。新学習指導要領では、「社会に開かれた教育課程」を目指し、「主体的・対話的で深い学び」の視点から授業改善が求められているが、これは、学修者が主体的に問いを立て解決策を考えるように学びの質を変えることである。このような状況を視野に入れ、福岡女子短期大学で桐生直代が担当した2018年度後期開講「国語科教育法」の授業から、短期大学における国語科教育法の現状と課題をあげてみたい
A Study of School Knowledge
Get PDFOne of the many overriding goals of a liberal arts education is to help cultivate students who are knowledgeable about themselves and the world. Schools, that is, rightly seek to instill knowledge that helps deepen the students’ awareness of the historical past, their natural surroundings, and cultural heritage. The transmission of knowledge obviously raises a number of enduring problems that elicit different responses from those involved in education. Teachers must determine the content their students need to know and the pedagogical rationale for learning what they seek to impart. They also need to think deeply and carefully about how to deliver the content to their students. The curricular content to teach, the goals of learning, and the instructional strategies to use all raise profound questions that must be examined by those interested in promoting learning. There is, however, another issue the acquisition of knowledge within the school context can raise and be pondered by teachers, namely the view on knowledge students tacitly or consciously acquire from years spent in the classroom. Spending vast amounts of time listening to teachers deliver content in very set ways, schooling can and does engender deeply entrenched beliefs about the nature of knowledge within students. This present study will identify some of the views students can mistakenly inherit about knowledge given how and what they are usually taught at school and why it is important for them to become cognizant of these misconceptions
Childhood abuse and neuroscience: From a viewpoint of the attachment
No full text福岡女学院大学大学院人文科学研究科発達教育学講演会 国際交流講演会 2018年９月24日（月・祝）福岡女学院大学ギール記念講
A Dialectical Discourse in Intercultural Communication Classroom: A Trial Study in Japan
Get PDFThe present study aimed to deepen intercultural communication through a trial of a dialectical discourse with the participants of “Intercultural Communication” course. Important issues common in daily life such as identity, popular cultures were discussed in class between the teacher and students, students and students; meanwhile, more questions of personal levels were asked each time in written forms and answered in the next class. The whole process was a 15-week length of period with 19 female participants, all sophomores. Results indicated that simply by lecturing about intercultural communication might help the students deepen the understanding; however, actually conversing with them on a more personal level revealed a higher motivation of the students with more interest in their intercultural counterparts, as well as more interactions positively and open-mindedly
Journaling with EFL Students: A Case Study
Get PDFThe journal-writing project was undertaken as a small-scale study with a class of high-level English language learners at an all-female liberal arts university in Japan. The project was initiated not only as a way to extend, improve and develop their English language and writing skills but also as a tool for personal reflection to lead these adolescent learners to a greater and deeper understanding of themselves. The project involved writing seven journal entries as homework over the course of one semester. They would be writing for an audience of their peers with the intention that this would enhance both their interest in the journaling process and their motivation. Both of these aims, the linguistic and the psychological, were realized by the journaling practice as revealed by an end of project questionnaire as well as the journal entries themselves. It is hoped that after experiencing such a method of self-examination that it will become a valuable tool for students’ own future personal growth and development
A Consideration of Students’ Proficiency in Discriminating Phonetic Symbols
Get PDFThis study investigates university English majors’ competency in decoding phonetic symbols by analyzing the results of a written test from a phonetics course. The students tried acquiring basic knowledge of vowels, consonants, and suprasegmental phonemes by several strategies including: learning the mechanism of phonetics based on the technical terms; practicing reading phonetic symbols; investigating the pronunciation of loanwords in Japanese and English; pair speaking practice; and recording monologue shadowing throughout the semester. At the end of the course, students took a final examination consisting of various types of questions. The examinations were held in January from 2016 to 2019 with 172 students participating over the four years. This study considers examinees’ answers from four sections of the test: differentiating phonemes in minimal pairs by listening, identifying a common phoneme in a group of three words, understanding alliteration and rhyme, and transcribing phonetic symbols into the English alphabet. The test results show the students’ comprehension and tendencies, namely, their strengths and weaknesses. These can be analyzed according to the phonemes themselves, including such elements as places or manners of articulation. This research also offers suggestions as to what students should pay careful attention to while learning English and what effective strategies they can use
