The Historical Investigation of “Thematic Units” in Japanese Language Education

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  • 国語科教育における「主題単元・主題単元学習」の史的検討
  • コクゴカ キョウイク ニ オケル 「 シュダイ タンゲン ・ シュダイ タンゲン ガクシュウ 」 ノ シテキ ケントウ

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The purpose of this paper is to clarify the historical development of “Thematic Units” in Japanese language education. The author investigated the thoughts and practices of eight theorists who suggested “Thematic Units”. This study examined two perspectives: one was the students who were targets for achieving the goal and, the other was the educational activities and textbooks used for “Thematic Units”. The findings of this study show that goals in the first perspective, themes of students’ life, and then the acquisition of language arts/technology were stressed. Therefore, “Thematic Units” were incorporated even for students who had difficulty learning Japanese language. The attempt to integrate modern texts with classical texts especially gave a significant meaning of unifying language culture. With these transitions, “Thematic Units” resulted in achieving students’ motivations, their language acquisition, and improvement of their language life and of their critical thinking. However, there are still several issues that need to be considered such as; At which educational level “Thematic Units” should be incorporated?, How to unify the themes?, and What is the evaluation process going to be?

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