18 research outputs found
A Study of Japanese Language Class With Conversation Activities for the Purpose During Learning Process
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¥ãããããã«ãã£ãŠèªã¿ã®æ·±ãŸããå€æ§åãèŠåãããšãã§ãïŒèšè«ãäžå¿ãšãã察話ç掻åã®å¹æãããããšã確èªã§ãããThe purpose of this study was to clarify what conversation activities would be efficient in what class situations, focusing on logical conversationâargumentationâa reading process of Run, Melos! written by Osamu Dazai. From the perspective that pupils could deepen their thoughts and understandings through discussion, the present study introduced conversation activities in pairs and groups in class. The activities helped the pupils recognize and accept various opinions of peers, leading them to enhance their learning ability as a group. The results showed positive effects of conversation activities on the pupils' deepened and varied reading
The Effects of Conversation Activities with "Run, Melos !": Achieving Classes with Conversational and Deep Learning
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¥ãã察話ç掻åã®å¹æãããããšã確èªã§ãããThe purpose of this study is to think of when and how to introduce the conversation activities which can lead to deepen learning into the classroom. In addition, the purpose of it is also to reveal the effect of the conversation activities in the process of learning "Run, Melos !" (written by Osamu Dazai) This study was used conversation activities which deepen the students' abilities of considering and understanding since last year. These activities did through recognizing the various opinions from other students and improving their learning abilities in pairs and in groups. They discussed their own opinions when they conflicted their views for reading deeply. Except for it, they had spent time to exchange their views in pairs. As a result, we found the effects of conversation activities on the pupils' 'deepened and varied reading', and also found the effects on conversation activities more than last year
Japanese language instruciton under MEXT 2008 course of study : Learning for developing students' universe of language through transactions with words of others
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Developing Trans-Curriculum Learning of Japanese Language Arts in a K-9 Integrated School : For Nurturing Each Studentâs Language Sense and Thought about their Own Life Through Collaborative Work with Peers
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ããã³äžåŠçã®èªã¿ã®è§£éãèžãŸããŠææ¥ã®ããããèšå®ãããçµæãšããŠïŒèªã¿ã®ç³»çµ±æ§ãèžãŸãã課é¡èšå®ãéããŠäžäœåŠå¹Žã®èªã¿ã«è¿ã¥ãåŠç¿æŽ»åã«ããïŒéæç§çèœåã®è²æã«è³ããããšãã§ãããThe purpose of this study is to clarify the relationship between âNOZOMI (a Japanese word meaning hope or wish) as a new subject in our school, and our developing literature units for nurturing studentsâ learning abilities beyond school subjects. After analyzing and interpreting literary texts, including two famous Japanese texts in textbooks for elementary Language Arts from infantsâ view, the teaching objectives were determined for lessons aimed at nurturing studentsâ abilities to adapt to any situation. Based on the outcomes of the lessons about SWIMMY (by Leo Leoni) and THE TREE OF COURAGE (by Ryusuke Saito), the effects on studentsâ learning abilities were revealed. To develop âNOZOMIâ related learning, it would be important to implement learning activities with the task settings following the ladders for reading development so much
Developing Trans-Curriculum Learning of Japanese Language Arts in a K-9 integrated school II: For nurturing students with the zest for living and with capabilities to solving their own tasks for themselves
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ã»å°åŠæ ¡ïŒå¹Žçã»äžåŠæ ¡ïŒå¹Žçã§ã¯ãããããªãã¶ããïŒå°åŠæ ¡ïŒå¹ŽçãšäžåŠæ ¡ïŒå¹Žçã§ã¯ãäžçã§ãã¡ã°ããããŸããé³ããææãšããŠïŒãã®èªã¿ãæ¯èŒã»æ€èšãããçµæãšããŠïŒèªã¿ã®ç³»çµ±æ§ãèžãŸãã課é¡èšå®ãéããŠäžäœåŠå¹Žã®èªã¿ã«è¿ã¥ãåŠç¿æŽ»åã«ããïŒéæç§çèœåã®è²æã«è³ããããšãã§ãããThe purpose of this study is intended to clarify the relationship with âNOZOMIâ and our developing literature units for nurturing studentsâ learning abilities beyond each school subject. In this paper, by examining how students make out âwhat authors convey through storiesâ in each grade levels of elementary and secondary classes, the teaching objectives for lessons for nurturing studentsâ abilities adapting any situations were settled. Based on the outcomes of the lessons about A BIG TURNIP(a Russian folk tale) in the eldest class in kindergarten, Grade1 and Grade9 classes, and THE LOUDEST NOISE IN THE WORLD(by Benjamin Elkin) in Grade4 and Grade7 classes, any features of studentsâ responses were revealed through comparing and examining reader responses to each texts in each grades. For developing âNOZOMIâ related learnings, it would be important to implement learning activities with the task settings following the ladders for reading development so much
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ã®è§£éãšå¯Ÿæ¯ããããªããèšèã«ãã ãã£ãŠèªã¿é²ããããšã§ïŒæ¯æéïŒçºèŠãæ·±ãŸããã¿ãããã
ã¢ã³ã±ãŒã調æ»çµæã§ã¯ïŒãåœèªã®åŠç¿ã¯åœ¹ã«ç«ã€ããšèããçåŸãå¢å ãããïŒæ欲ãåäžãããããã«ãç¶ç¶çã«æ¬ç 究ã«åãçµãã§ãããThis study aims to examine effects of contrast in reading in order to read characters' unrevealed feelings and to think of writers' intentions by overlapping two different episodes through contrast. The result shows that contrast in reading is an effective method to make students deepen their understandings of the context of stories. Additionally, this study indicates that students don't fully understand meanings of words intentionally used in materials by using a dictionary. By contrasting analogies in texts, meanings of ambiguous words were embodied. Through group activities, students can interpret meanings of words with their own words. In every lesson, students deepened their understandings of the texts by focusing on words by contrasting analogies and other interpretations. Results of the survey in this study show: students are more likely to think that learning Japanese is useful. Implications of the results are discussed to improve students' motivations to learn Japanese
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¥ãã察話ç掻åã®å¹æãããããšã確èªã§ãããThe purpose of this study is to think of when and how to introduce the conversation activities which can lead to deepen learning into the classroom. In addition, the purpose of it is also to reveal the effect of the conversation activities in the process of learning "Run, Melos !" (written by Osamu Dazai) This study was used conversation activities which deepen the students' abilities of considering and understanding since last year. These activities did through recognizing the various opinions from other students and improving their learning abilities in pairs and in groups. They discussed their own opinions when they conflicted their views for reading deeply. Except for it, they had spent time to exchange their views in pairs. As a result, we found the effects of conversation activities on the pupils' 'deepened and varied reading', and also found the effects on conversation activities more than last year