This paper discusses the handling of classical Chinese texts in the context of a research group focused on “Advanced Classics” based of classical Chinese texts based on the discussions of a research group focused on the study of teaching materials for “Advanced Classics,” as well as the continuous and developmental learning from “Language Culture” to “Advanced Classics.” Furthermore, it proposes teaching materials for “active and inquiry-based” learning in “Nihon Kanbun (Japanese Classical Chinese).” The target of the proposal is the “Kanbungaku (Classical Chinese Literature)” course within the teacher training curriculum at universities and graduate schools.There are two reasons for targeting the teacher training curriculum. One reason is that “Language Culture” and “Advanced Classics” are newly established subjects in the 2018 Curriculum Guidelines, meaning that students are likely to have no prior experience with them. The second reason is that these subjects aim to promote “active and inquiry-based” learning of classical texts, which requires educators to have the ability to research and analyze materials related to Classical Chinese literature.Initially, I raised the question of whether “active and inquiry-based” learning can be realized in classical studies, and in Chapters 1 and 2, I discussed the research methods for language activities in Classical Chinese literature classes.Next, in Chapter 3, I discussed the significance of using the “RONGO (The Analects) (hereinafter, the “RONGO”)” as a teaching material for “active and inquiry-based” learning. The “RONGO” has been actively researched by scholars from both Japan and China, and there is abundant commentary available, making it easy to obtain various resources. Therefore, there is the advantage that students can experience active and inquiry-based learning through engaging with the materials themselves.In Chapters 3 to 5, I analyzed language activities related to the “RONGO” as teaching materials and examined lessons aimed at the continuity and development from “Language Culture” to “Advanced Classics.” In this section, I propose language activities while presenting research on teaching materials related to the “RONGO” and its commentary.Finally, in Chapter 6, I discussed the importance of incorporating the perspectives of younger generations, such as high school students and those in teacher training programs, into classical education, as the lessons proposed and examined in the previous chapters are from the educators’ viewpoint. Furthermore, as a practical example of lessons by younger generations, I introduced high school students’ “graduation research” and discussed effective language activities that help students engage with classical texts as something personally relevant.Kyoko HAYASHIUsing “RONGO” as a Subject to Connect “Language Culture” and “Advanced Classics”: Analysis and Proposals for Learning Utilizing “Japanese Classical Chinese” of the Edo Period146
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