WNB23055 Advanced Study in Instruction and Evaluation Method Design

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program

Lecture Code WNB23055 Subject Classification Specialized Education

Subject Name 指導・評価法デザイン発展研究

Subject Name
（Katakana）　

Subject Name in
English Advanced Study in Instruction and Evaluation Method Design

Instructor YAMAMOTO TAKAHARU

Instructor
(Katakana) ヤマモト　タカハル

Campus Higashi-Hiroshima Semester/Term 1st-Year,  Second Semester,  3Term

Days, Periods, and Classrooms (3T) Mon1-4：*EDU C609

Lesson Style Seminar Lesson Style
(More Details) 　

lecture

Credits 2.0 Class Hours/Week 　 Language of Instruction J : Japanese

Course Level 7 : Graduate Special Studies

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 08 : Curriculum and Instruction Sciences

Eligible Students

Keywords Japanese language instruction, history of teaching of lietarture in Japan

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline Aims of this lecture is to develop and deepen perceptions for becoming reserchers of Japanese language instruction, discussing the basic issues in Japanese language instruction. Main theme of this term would be hisitorical examination on literature instruction in Post-war II in Japan.

Class Schedule lesson1 Some issues in the history of literature instruditon
lesson2 Sigeru Araki’s teaching practice on Man’yo Shu(The Anthorogy of Myuria Leaves) and the contorversy of evoking students’ social problem consciousness
lesson3 Meaning of the controbersy of evoking students’ social problem consciousness in Post-WarII Japnaese literature instruction
lesson4 A Source of the Guides for Learning in Reading Comprehension
lesson5 Cognition as educational contents in literature instruction (1): the case of literature instruction for contextual awareness
lesson6 Cognition as educational contents in literature instruction (2): the case of Takashi Kumagai’s theory of literary awareness
lesson7 Japanese reader-response theories and teaching of literrature
lesson8 Takeo Kuwabara’s An introduction to Literature and teaching of litarature
lesson9 Shigehiko Toyama’s On Rising of the Modern Readers and teaching of literature
lesson10 Discovery of the significance of readers in Takehiko Saigo’s theory on literatue and literary education
lesson11 Theory and the educational method for empowering each student’s responses to literature by Masao Ohta
lesson12 Proposal of “One time reading method” by Society on Childeren’s language development and their response-based pedagogy
lesson13 Consequence of a Japanese formalist theory of literature instruction: Some considerations on the effects of Analytical criticism in 1990’s Japnaese ecucational contexts
lesson14 Reseption and resonse to Walfgang Iser’s The Act of Reading in Japnaese theory and practice of teaching of literature
lesson15 Why Reading Literature in Language Arts Curriculum still Matters

periodic exam(about 60min) after the Lesson 15

Text/Reference
Books,etc. Tajika, J. A History on Literacy Education in Post-WW2 Japan(an enlarged edition), Tokyo: Taishukan Shoten, 1999.(田近洵一『戦後国語教育問題史（増補版）』（大修館書店,1999）)

PC or AV used in
Class,etc. 　

(More Details) text, prints availing by teacher

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review I will provide directions for prepaerations and reflections in Lesson 1

Requirements

Grading Method questions and reflections in each lecture(writing brief reports) 60%
periodic exam 40 %

Practical Experience Experienced

Summary of Practical Experience and Class Contents based on it lectures from any experiences of secondary Japanese teacher for 5 years.

Message

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2024Year	School/Graduate School	Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program
Lecture Code	WNB23055	Subject Classification	Specialized Education
Subject Name	指導・評価法デザイン発展研究
Subject Name （Katakana）
Subject Name in English	Advanced Study in Instruction and Evaluation Method Design
Instructor	YAMAMOTO TAKAHARU
Instructor (Katakana)	ヤマモト　タカハル
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, Second Semester, 3Term
Days, Periods, and Classrooms	(3T) Mon1-4：*EDU C609
Lesson Style	Seminar	Lesson Style (More Details)
lecture
Credits	2.0	Class Hours/Week		Language of Instruction	J : Japanese
Course Level	7 : Graduate Special Studies
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	08 : Curriculum and Instruction Sciences
Eligible Students
Keywords	Japanese language instruction, history of teaching of lietarture in Japan
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	Aims of this lecture is to develop and deepen perceptions for becoming reserchers of Japanese language instruction, discussing the basic issues in Japanese language instruction. Main theme of this term would be hisitorical examination on literature instruction in Post-war II in Japan.
Class Schedule	lesson1 Some issues in the history of literature instruditon lesson2 Sigeru Araki’s teaching practice on Man’yo Shu(The Anthorogy of Myuria Leaves) and the contorversy of evoking students’ social problem consciousness lesson3 Meaning of the controbersy of evoking students’ social problem consciousness in Post-WarII Japnaese literature instruction lesson4 A Source of the Guides for Learning in Reading Comprehension lesson5 Cognition as educational contents in literature instruction (1): the case of literature instruction for contextual awareness lesson6 Cognition as educational contents in literature instruction (2): the case of Takashi Kumagai’s theory of literary awareness lesson7 Japanese reader-response theories and teaching of literrature lesson8 Takeo Kuwabara’s An introduction to Literature and teaching of litarature lesson9 Shigehiko Toyama’s On Rising of the Modern Readers and teaching of literature lesson10 Discovery of the significance of readers in Takehiko Saigo’s theory on literatue and literary education lesson11 Theory and the educational method for empowering each student’s responses to literature by Masao Ohta lesson12 Proposal of “One time reading method” by Society on Childeren’s language development and their response-based pedagogy lesson13 Consequence of a Japanese formalist theory of literature instruction: Some considerations on the effects of Analytical criticism in 1990’s Japnaese ecucational contexts lesson14 Reseption and resonse to Walfgang Iser’s The Act of Reading in Japnaese theory and practice of teaching of literature lesson15 Why Reading Literature in Language Arts Curriculum still Matters periodic exam(about 60min) after the Lesson 15
Text/Reference Books,etc.	Tajika, J. A History on Literacy Education in Post-WW2 Japan(an enlarged edition), Tokyo: Taishukan Shoten, 1999.(田近洵一『戦後国語教育問題史（増補版）』（大修館書店,1999）)
PC or AV used in Class,etc.
(More Details)	text, prints availing by teacher
Learning techniques to be incorporated
Suggestions on Preparation and Review	I will provide directions for prepaerations and reflections in Lesson 1
Requirements
Grading Method	questions and reflections in each lecture(writing brief reports) 60% periodic exam 40 %
Practical Experience	Experienced
Summary of Practical Experience and Class Contents based on it	lectures from any experiences of secondary Japanese teacher for 5 years.
Message
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

Back to syllabus main page