本研究は川端康成作品の学習材としての可能性の開拓を目的としていた。研究成果実績は以下の通りで、川端作品の持つ学習材としての可能性が見出された。
【カリキュラムの開発と実施】（対象：高等部１年・全３単元を実施）
①11・12月「SFC内を散策し『美しいもの』随想を執筆する」（川端康成「美の存在と発見」）6時間
→構成主義的なワークシートを用いて、生徒の「美しいもの」概念を外化させた後、SFC内を散策し、生徒自身で「美しいもの」を発見・解釈し、随想を執筆する実践を行った。執筆に前後し、川端康成「美の存在と発見」を読解し、川端の「美しいもの」概念に対する見方・考え方や、表現の仕方もディスカッションを通じて学んだ。
②1・2月「『十六歳の日記』論を執筆する」（川端康成「十六歳の日記」）5時間
→「十六歳の日記」は、満年齢14歳時における、寝たきりの祖父の介護の日々を綴った日記をもとに、満年齢26歳時の川端があとがきや注を加えるという複雑な成立を有する。生命倫理やヤングケアラーといった問題に関わるだけでなく、作品の心理描写や日記（をもとにした作品）という特殊な文章表現など、生徒の多様な思考を許容する作品となっている。ディスカッションを通した作品読解に留まらず、作品の「問いづくり」も行い、最終的に「『十六歳の日記』論」の執筆を行った。
③3月「『十六歳の日記』を起点に「生きる」ことについて考える」（国語科・社会科合同授業）2時間
→②の単元を踏まえ、金杉朋子氏（本校社会科講師、武蔵野大学教授）と連携し、教科横断的な視点に立った、「十六歳の日記」の読解を起点にした介護や生命、人間としての在り方生き方に関する見方・考え方の深化を狙う融合カリキュラムの授業を実施した。
【視察】
11月22・23日　川端康成文学館および大阪府内の川端康成関係の史跡訪問
→特に最初期の川端に関わる地域を視察し、本実践を構築する示唆を得た。
The purpose of this study was to explore the potential of Yasunari Kawabata's works as learning materials. As a result, this study showed that Kawabata’s works have potential to be good leaning materials. The contents of the study are as follows.
Curriculum development and implementation (Target: 1st year Senior High school students, 3 units in total)
1) November/December: "Walking around SFC and writing an essay on 'beautiful things'" (Yasunari Kawabata, "The Existence and Discovery of Beauty"), 6 hours
After externalizing the students' concept of "beautiful things" using a constructivist worksheet, the students walked around SFC, discovered and interpreted "beautiful things" on their own, and wrote essays. Before and after writing the essay, students read "The Existence and Discovery of Beauty" by Yasunari Kawabata, and learned Kawabata's views and ideas on the concept of "beautiful things" and his way of expression through discussion.
2) January/February: "Writing a essay on ''Diary of My Sixteenth Year" (Yasunari Kawabata, "Diary of My Sixteenth Year") 5 hours
The "Diary of My Sixteenth Year" is a diary written by Kawabata at the age of 14 about his daily care for his bedridden grandfather, to which Kawabata added postscripts and notes at the age of 26. The work allows for students to think in diverse ways not only as it deals with issues such as bioethics and young caregivers but also through its psychological portrayal and the unique textual expression of a diary (or a work based on a diary). The students not only read the work through discussion, but also created questions about the work, eventually writing a "Diary of My Sixteenth Year" essay.
3) March: "Thinking about 'living' from 'Diary of a Sixteen-Year-Old'" (joint class of Japanese language and social studies), 2 hours
Based on the unit 2), we collaborated with Ms. Tomoko Kanasugi, a social studies lecturer at the school and professor at Musashino University, to conduct a fusion-curriculum class that aimed to deepen students' views and ideas about nursing care, life, and how to live as a human being, starting from the reading of "Diary of My Sixteenth Year" from a cross-curricular perspective.
Observations
November 22 and 23: Visited the Kawabata Literature Memorial Hall and historical sites related to Yasunari Kawabata in Osaka Prefecture.
The tour was especially focused on the areas related to Kawabata in the early period of his life, and provided suggestions for building this practice.