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ID 22775
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title alternative
A Study on the Progressive Factors of the Willson's Readers and the Historical Status in 19th Century America : Focusing on the comparative study between the Willson's First Reader and the McGuffey's First Reader
creator
Nishimoto, Kikuko
subject
19c
America
progressive
Willson's Readers
McGuffey's Readers
19世紀
アメリカ
革新的
ウイルソン・リーダー
マクガフィー・リーダー
NDC
Education
abstract
The purpose of this paper is to clarify the historical progressive factors and the status of the Willson's Readers in 19th century America. It is based on the comparative consideration concerning the construction and content of the lesson materials of the famouse McGuffey's First Reader published in 19th century America. In 19th century America, gradually the Pestalozzian theory had been prevailing especially for elementary school education due to the stoic way of teaching reading or recitation. The author believed this new pesralozzian education was the new educational style and new framework of education for Japan at the begining of Meiji Era. Undoubtedly, the Willson's readers had been based on this principle. The author thinks this is the reason because the readers were selected as models of SHOUGAKUTOKUHON compiled by Yoshikado Tanaka and published by Monbusho in 1873-74. The results of this research are as follows; (1) The character of the material is based on the developmental stage of language (letters) acquisition of schoolchild which is admitted one by one. (2) The lesson sentences are interrogative and thinking and answers are based on observation of illustrations. (3) The genre and range of materials are more the reflected extensions of the child's life experiesce.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 56
start page
131
end page
140
date of issued
2007-12-28
publisher
広島大学大学院教育学研究科
issn
1346-5554
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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