This paper examines the potentialities and challenges of Japanese language education by considering issues from the perspective of “coexistence.” First, (1) a study is made of the reports produced by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) regarding the MEXT concept of “coexistence.” Next, (2) the positioning of Japanese language education in the government curriculum guidelines is reviewed, with a particular focus on “Japanese language aims” in the elementary school stage. On that basis, (3) suggestions are made regarding the direction of Japanese language classes in terms of inclusion and re-inclusion as a potentiality for Japanese language education as seen from the perspective of “coexistence.” Suggestions are also made regarding the direction of Japanese language classes in terms of “traditional language culture” under the heading of “matters relating to the linguistic culture of Japan.” Finally, (4) the need to incorporate the perspective of nurturing “the capacity to critically interpret society and culture” within the elementary school Japanese language curriculum is discussed.
"},{"@language":"ja","@value":"本稿の目的は，「共生」の観点から国語科教育の問題を考察することにより，その教科の可能性と課題を模索することにある．本稿ではまず，(1)文部科学省が考える「共生」の概念について，文部科学省が作成した報告資料等を検討する．次に，(2)学習指導要領における国語科教育の位置づけについて，特に小学校段階における「国語科の目標」に焦点を当てて確認する．その上で，(3)「共生」の観点から見た国語科教育の可能性として，包摂と再包摂をめぐる国語科授業の方向性と，「我が国の言語文化に関する事項」の「伝統的な言語文化」に関する国語科授業の方向性を提案する．最後に，(4)国語科に残された課題として，「社会や文化を批判的に読む力」を育成する観点を小学校国語科カリキュラムに導入する必要性を述べる．
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