Two Kinds of "Okina-kabu" : Teaching Stories at Elementary School(<Special Issue>Uncovering Contexts: An Attempt of Literary Education)

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  • 二つの「大きなかぶ」 : 小学校での物語作品の授業を考える(<特集><文脈>を掘り起こす-文学教育の挑戦-)
  • 二つの「大きなかぶ」--小学校での物語作品の授業を考える
  • フタツ ノ オオキナ カ ブ ショウガッコウ デノ モノガタリ サクヒン ノ ジュギョウ オ カンガエル

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Abstract

The national achievement testing has a negative effect on kokugo teaching, for it encourages the improvement of literacy more than the cultivation of interpretative ability through reading stories. Teaching how to read stories is very important because students learn not only to understand what is written but also to think why it is so written. In other words, they learn to read in a contextual and flexible way so that they can absorb a variety of ideas with a broader view of the world. Here I will demonstrate the educational advantage of teaching stories by using "Okina-kabu," a common text for elementary school students.

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