Permalink : http://hdl.handle.net/2115/49292

This article aims to analyze descriptions in lecture notes on Japanese language teaching methods written by Ueno Yasutsugu, a teacher delegated to China by the Asia Development Board (Kôain) in 1942 in reference to Japanese language education in the national course of national elementary schools. Based on an analysis of these lecture notes, the following four results were found. 1. It was found that Ueno's Japanese language teaching methods were influenced in some degree not only by the direct-method proposed by Matsumiya Yahei, but also by the teaching methods of Japanese as a first language (Kokugo). As well Ueno tried to structuralize these teaching methods based on his educational experiences as a Japanese elementary school teacher. 2. His teaching methods of Japanese as a first language (Kokugo) were also influenced by Theory of Keishô of Kaito Matsumi and hermeneutics of Ishiyama Shuhei which can be seen, for example, in the process-reading in three stages. 3. Influences from viewpoints and procedures introduced into the courses of national elementary schools founded in 1941 are recognized concretely in consideration of speaking in reference to a reading-text, cooperation of speaking, reading and writing, and teaching of grammatical items. 4. It seems that Ueno intended to put his own teaching ways into practice freely based on experiences as a teacher of Japanese as a first language by treating teaching methods of Japanese as a first language (Kokugo) as well as the direct-method relatively. Based on these findings, the author advocates the necessity of further research in the following three areas: Firstly, further examination on the relationship between Ueno's teaching methods and Japanese language teaching methods including the direct-method of Matsumiya. Secondly, the influence from imperial assimilating education, especially, in national elementary schools to Ueno's teaching methods should be examined. Finally, influence from "Seikatsu Tudurikata Undoo (Movement of writing in daily life)" also should be examined because it had been continued from the pre-war period to post World War II.