澳洲代写论文-Novel “song of the millstone”。“Song of the Millstone” (石臼の歌 Ishiusu no uta) is the short story, which is authored by Sakae Tsuboi. The story gained great attention towards it and was included in the text books of Japanese elementary schools. The major themes of the story included need of effort and interdependence. The story provides the description of tough life of people of Hiroshima after and before atomic bombing. Thus story provides a great sense of maturity as it depicts that life needs hard work and dedication (Cave, 2007). The second story is the Garasu no kobin (The Little Glass Bottle), which is written by song writer Aku Yu (Cave, 2007). The story depicts complex representation of personal identity and selfhood. This story has also been included in the text book as it helps to understand the personal identity traits in children. The personal traits that children should develop to be seen as mature are personal identity, hard work, dedication and selfhood (Cave, 2007). The two stories are different in the way of presentation of theme, former is about the crisis, while late is about self identity.
She her colleagues attempted to bring self-direction and balanced individuality with interconnected learning and mutual help. “katari-aeru kurasu” is the process of expression of feelings, through which children talk to eachother about how they feel and what they think. The word “nakama” can be used in various senses. The meaning of Nakama is friend or colleague. But, when this word is used by the teachers of Nakamachi and Morikawa, its means is to address members who belong to each other.
Kokugo is the main subject that projects features about self identity and personal formation. The sixth year kokugo textbooks which are used at Nakamachi and Morikawa included many poetries and fictions. These poetries and fiction basically deal with the themes of personal identity and self; either directly or indirectly. Yoshioka-sensei tried to modify the teaching process by allowing teachers greater autonomy and greater interaction with children.
Through Kokugo texts books children are tend to develop oral and written expressions. Many of the expression assignments are included to be connected with the activities in the schools.
According to the teacher’s view Bukatsudo must include the values such as seishin kyōiku (spiritual education), nakama-zukuri (forging a group with a sense of solidarity), shakaisei (social skills), shūdan seikatsu (group life), jishu katsudō (voluntary activities) and ryōritsu (to take a full part in both academic learning and club activities). The three cultural idioms could be 1) Seishin kyōiku from Meiji this includes etiquettes, discipline, firmness, guts and nakama-zukuri.
(2) Socializing agency: Students study good manners and social skills needed for work life.
(3) Jishu katsudō: The value of bukatsudō in freedom, creating friendship and personal enhancement. They all value the ryōritsu of the academic and bukatsudō, and shakaisei and shūdan seikatsu developed through bukatsudō. Bukatsudō plays the role of a social agent expected of school.
The role of Bukatsudō is perceived by the children of Japan as they get the opportunity to focus on their aim and form a new identity. This is done by taking new challenges; students develop a sense of accomplishment, which is the main part of their school lives. They learn to appreciate sense of achievement and value of hardship. Club friendships became deeper than that in the class rooms. Children also learnt shared hardship and shared pleasure (Cave, 2004).
The role, task and use of language in the Japanese culture are set with the age hierarchy and great bonding. Senpai take the lead every time and have the responsibility of teaching and taking care of Kohai. Kohai has to pick the balls and clean the floor, also have to be sunao (being humble yet straight forward and to be eager to learn from Senpai).They had the sunao trait due to communication skills and acting out of uchi-soto (Cave, 2004).
The Bukatsudō ethics included karada de oboerui (remembering with the body), kata (forms), suburi (practice swing), ōen (supportive cheering), faito (fight). It is the process of perfecting one’s self by improving own performance and by not defeating others. It also states that one should repetitively practice the basics like kata, suburi, karada de oboerui everyday. The perfect skills could be achieved through routines and giving attention to small things. Equal importance should be given to all members and participation should be done in ōen, and players should be encouraged (faito).
澳洲代写论文-Novel “song of the millstone”。“磨石的歌”(石臼の歌Ishiusu没有uta)是短篇小说,这是由Tsuboi荣。这个故事引起了人们的极大关注，并被收录在日本小学的教科书中。故事的主要主题包括需要努力和相互依赖。这个故事描述了广岛人在原子弹爆炸前后的艰苦生活。因此，故事提供了一种成熟的感觉，因为它描述了生活需要努力工作和奉献(凯夫，2007)。第二个故事是《小玻璃瓶》，作者是宋人Aku Yu (Cave, 2007)。这个故事描述了个人身份和自我的复杂表现。这个故事也被包括在课本中，因为它有助于理解儿童的个性特征。孩子应该发展的被视为成熟的个性特征是个性认同、努力工作、奉献和自我(凯夫，2007)。这两个故事的主题呈现方式不同，前者是关于危机的，后者是关于自我认同的。
根据老师的观点Bukatsudo必须包含的值如seishin kyōiku(精神教育),nakama-zukuri(锻造一群团结的感觉),shakaisei(社交技能),shūdan条令(集团)jishu katsudō(自愿活动)和ryōritsu(充分发挥作用在学术学习和社团活动)。这三个文化习语可以1)Seishin kyōiku从明治这包括礼仪、纪律、坚定,勇气和nakama-zukuri。
(3)Jishu katsudō:bukatsudō自由的价值,建立友谊和个人增强。他们都重视学术的ryōritsu bukatsudō,和shakaisei shūdan条令通过bukatsudō发达。Bukatsudō扮演的角色社会代理学校的期望。
在日本文化中，语言的作用、任务和使用都是由年龄层次和紧密联系决定的。每一次都由Senpai带领，承担教学和照顾Kohai的责任。哥海要捡球，要扫地，也要做骚瑙(谦虚但率直，渴望向前辈学习)。由于沟通技巧和uchi-soto (Cave, 2004)的表演，他们具有sunao特质。
Bukatsudō伦理包括卡拉达德oboerui(记忆与身体)、形(形式),suburi(实践摇摆),ōen(支持欢呼),faito(战斗)。它是通过提高自己的表现而不是打败别人来完善自己的过程。它还指出，一个人应该重复练习的基础，如kata，郊区，karada de oboerui每天。完美的技巧可以通过日常生活和关注小事来实现。应同等重要和参与所有成员应该在ōen,应该鼓励和球员(faito)。