国語科における主題単元学習論の萌芽 : 長谷川孝士を中心に

A Sign of Thematic Unit Theory in Japanese Language Education : In the case of Takashi Hasegawa

Ikeda Masafumi

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

In this paper, I considered about a sign of thematic unit. In this case, I focused on Takashi Hasegawa. His theory is starting point of thematic unit in Japan. He had an awareness of the issues that is unreasonable skill principle in Japanese language education those days. As the correspondence, he advocated of thematic theory. I show three main points of this theory below. (1) “theme” is recognition theme and form of a question. (2) “Theme” must be decided intentionally. (3) Language activities must be set up effectively for approaching “theme”. His theory was practiced at the junior high school of Ehime University Faculty of Education around 1971. His theory was inherited by Chikako Makimoto who was teached by Takashi Hasegawa at Hyogo University of Teacher Education. His theory is was very influential in Japanese language education.

thematic unit

Takashi Hasegawa

the contents of a subject

character building

主題単元学習

長谷川孝士

教科内容

人間形成

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725