この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/35359
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 Issue 62
published_at 2013-12-20
平野彧の詩創作指導の特色と意義 : 児童詩創作指導のカリキュラム化
The Characteristics and Significance of Iku Hirano's Teaching Methods in Poetic Writing : Curriculum-izing in instruction of juvenile poetic writing
Abstract
The objective of this research is to follow the footsteps of a distinguished practitioner to discover a teaching method that would enable any child to write poetry. During his 30 years of teaching as an elementary school teacher from1959 to 1989, Iku Hirano (1929-2007) taught creative writing and achieved great success in the field of poetic writing. The characteristics of Hirano's teaching methods can be categorized in seven points. 1. Nurturing an eye to discover happiness in life no matter how small. 2.Teaching the basics of poetic writing. 3. Providing children with encounters to as many masterpieces as possible. 4. Training the mind in creative association to broaden imagination. 5. Strengthening descriptive abilities through the use of metaphors, end of passage expressions, and postpositional particles. 6. Using various expressive patterns and techniques to overcome creative plateaus. 7. Making poetry writing a daily routine by use of journals, compositions and bulletin boards. Hirano also proposed a poetic writing curriculum combining these methods for elementary school students in the first through 6th grade.
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Keywords
Invention instruction
Composition instruction
Poetic form
Instruction procedure
Juvenile poetic writing
発想指導
構成指導
詩の形式
指導手順
児童詩創作
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