卒論プレゼンテーション

1. Entertainment Films
as a Medium
for Moral Education
in Middle School
181197 Takafumi Kondo
Prof. Jung Seminar

2. Outline
• The state of Japanese moral education
• The problems of Japanese moral education
• Educational Use of Entertainment Films
• Research Questions

3. The State of Japanese Moral Education
What subject?
“morality (道徳)” is a compulsory subject in elementary
schools and middle schools
constructed with 35 unit time per year (nearly 1 unit time per
week)
What objectives? (middle school)
• Respect for people
• Amazement for life
• Richness of spirit

4. The State of Japanese Moral Education
• Respect and love for traditions, cultures and the nation
• Contribution to the peaceful democratic society and the
nation.
• Training active Japanese
What topics?
1. The matters about oneself
2. The matters about relationships with others
3. The matters about relationships with nature and sublimes
4. The matters about relationships with groups and society

5. The State of Japanese Moral Education
How taught?
“The basic style” of teaching (Haneda and Sekikawa, 2016)
→ focusing on sympathy, using the textbook, understanding
the feelings of the character
Popular teaching materials (textbooks)
• 心のノート（moral notebook）
→ reading makes sympathy and impression
• わたしたちの道徳(our morality)
→ a revised edition of 心のノート, writing parts are added

6. The problems of
Japanese moral education
• “morality” has become a dead letter (MEXT)
→ more than 80% of middle school did not complete 35 unit
time in 1998
• Injection of moral values (Haneda and Sekikawa, 2016)
→“The basic style” of teaching is inclined to comprehension
of feeling, just leads desirable answers of the students
→ “morality” should urge independent thinking process of
the students through discussion or debate

7. Educational Use of Entertainment films
Educational Functions of Film
Yamaguchi (2004)
• Students can learn what they cannot experience actually
• Repeatable
• Has a lot of information not only the teacher wants to tell
intendedly, but also unintended information
→ causes various points of view
• Students can share perception about an information with
other students to watch same film
→ easy to conduct group learning and discussion

8. Educational Use of Entertainment films
Saga (2002)
• Several techniques like “close up” give the clues of thinking
• Economy of time
• Raises motivation of the students who do not like reading
• Memorable
• Both transmitting information and moving emotions
• Modeling Effects
→ The students want to imitate

9. Educational Use of Entertainment films
Problems of Film Education
Yamaguchi (2004)
• Hard to get the proper films fit with the topic
Saga (2002)
• Redundancy
→the possibility of misunderstanding and unexpected
negative effects
• Reality of film restraints imagination of the students

10. Research Questions
1. What features of entertainment films are impressed by
students?
2. What is the strength of entertainment films compared
with educational films in moral education?
3. What instructions are needed before and after watching
film to raise educational effectiveness of entertainment
films or prevent negative effects?

11. Thank you!