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ジャグリングを題材にした数学の公開講座 : H27体験ふむふむ数学クラブ「お手玉の数理」の実践報告
No full text本稿は,福井大学公開講座「体験ふむふむ数学クラブ」の実践報告である。この公開講座では,一般の社会人や中高生を対象に,グループによる体験的活動を通して,数学を楽しみながら学んでもらうこと,及びそれを実現するカリキュラムを開発することを目的としている。本稿では,平成27年度に実施した,ジャグリングを題材とした公開講座を報告し,ジャグリングの教材化について考察する
Attendance Management System Using Mobil e Phone
No full textIn this paper, we show the construction method for class support system using mobile phone. In this system, we use the Bluetooth function of the mobile phone owned by the students. The Bluetooth device has a unique address called Bluetooth Device address. Therefore, we can use that address as a student identifier. In the educational support system, we create a system focused on attendance management. This system identifies students using Bluetooth and displays the student's information on Web page. Teacher compares Web page with the student, and comfirms whether it is the principal or not. By using this class support system, it is possible to reduce misbehavior by the students
A Sense of Affinity and the Local Dialect: Fukui City Service-Industry Workers' Perceptions of Fukui Dialect Usage and Implications for Non-Native Japanese Speakers
No full textIn November 2015, the authors published results of an investigation of non-native Japanese speakers' (NNJS) attitudes towards the Fukui dialect. These results suggested that NNJS may need local dialect knowledge in working situations. To follow-up this research, in September 2016, the authors conducted a set of research interviews to investigate the perception service-industry workers' in Fukui City had of their own usage of the local Fukui dialect, particularly with NNJS. Research data was collected using a semi-structured interview method for interviewing five local native Japanese speakers working in the local service industry. In the interviews, participants were asked specifically about their use of the local dialect with customers, coworkers, and acquaintances both Japan and non-Japanese. Interviews were transcribed and analyzed using constant comparative analysis methods to develop core categories. Five core categories were developed as a result: (1) sense of affinity, (2) assumption of dialectal misunderstanding, (3) praise of dialect, (4) acceptability of non−native Japanese speaker (NNJS) usage, and (5) advantageousness of NNJS usage. These categories in interpretation, suggest a need at some level of local dialect instruction not only from the Japanese language education community, but the community at large to support NNJS integration into the local community
