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7.Discussion and Debate for Future English Teachers
Get PDFDespite having experienced at least 6 years of English study, by many standards, the majority of Japanese high school graduates leave school with an inadequate level of English speaking ability. Teachers at junior high school and high school have no incentive to include a speaking element in their curriculum, as most schools do not test students on their speaking ability. It is no wonder that some students entering university cannot hold a conversation with an English speaker confidently. During the Discussion and Debate class students I address the issue of students’ confidence in speaking, ability to communicate their ideas with their classmates and others, and also offer students the opportunity to prepare to use these communication skills as teachers in the classroom. In this paper, I address the issues many university students have with finding the confidence to speak English in front of others, discussing topics in detail, and acquiring the skill set to pass this ability on to students from elementary to high school. I discuss methods to initially improve their basic speaking ability then go on to show methods that can be used to promote discussion in the classroom. The final outcome is for these students to then use their English skills to teach students from elementary to high school. As I have a wealth of specialized teaching experience teaching students of elementary school age, I will focus on methods to teach children in this age range.departmental bulletin pape
8.The Teaching of Discussion and Debate at Tsuru University:The Communicative Approach to Language Teaching
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小中学校国語科書写の教員養成の授業における批評学習の意義
Get PDFElementary and junior high school language syllabus teaches the skill and knowledge of handwriting to write regular letters basically. On the other hand, the purpose of teaching calligraphy in high school art departments is to develop the skill of and an appreciation for the beauty of calligraphy. However, the practice of learning calligraphy began as the pursuit of finding alternative meanings in letters that were primarily invented as signs to introduce words. Therefore, it is important to utilize the practice and sensibilities of calligraphy in handwriting as a school subject, especially considering how the opportunity to write letters is decreasing in the present age. In teacher training for elementary and junior high school language handwriting, the effectiveness of practice was found to be due to both language review and skill acquisition. Simultaneously, critical practice was found to foster interest in letters and writing letters. The study includes the results from a student opinion survey as well as a review of the student comments. The significance of the study—as it pertains to teacher training for elementary and junior high school language handwriting—is considered based on the close relation between the learning of handwriting and calligraphy.departmental bulletin pape
デンマークにおける学力テストの実践と評価
No full textデンマークでは、PISA ショックを経て全国学力テストの導入などの教育改革が行われ ている。しかし、学力テストの結果は学校の序列化にはならず、教員の授業改善に活用さ れている。中でも注目すべきは、義務教育修了学年である9 年生対象の学力テストが口頭 試験を含めて行われているということである。本稿は、デンマークの学力テストの事例を 概観するとともに、学力観や評価観について（ 1 ）教育の目的、（ 2 ）学びの捉え方と測 定方法、（ 3 ）教員の役割の3 つの側面から考察を行った。departmental bulletin pape
