Kyoto Women's University
Kyoto Women's University Academic Repository (AIR) / 京都女子大学学術情報リポジトリ（京女AIR）Not a member yet
3509 research outputs found
Sort by
個別テーマの探究を軸とした「総合的な学習の時間」活性化のプロセス : 京丹波町立和知中学校「和知ゼミ」1年目の実践記録
Get PDF本稿は，個別テーマの探究を軸とした学習形態によって中学校の総合的学習を活性化させるプロセスを，京丹波町立和知中学校が2021年度に実践した「和知ゼミ」を対象とし，他校での追試も可能な実践記録として公表するものである。生徒の興味・関心を第一義とし，探究のプロセスをゼミ形式で丁寧に指導することで，生徒はもとより教職員も総合的学習の意義を前向きに捉えるようになることが示された
日本語話者の子どもにおける語用能力の評価法 : 近年開発されているアセスメント・ツールの検討
Get PDF本稿では，幼児と児童の語用能力のアセスメント・ツールをとり上げ，それぞれの検査方法や特徴を紹介するとともに，各ツールが幅広い語用能力のどの面を捉えているのかを検討した。まず，「語用能力」とは何かについて整理した上で，語用能力を支える心理的基盤について概観した。次に，語用能力がどのようにアセスメントされているかについて，児童期については「日本版CCC-2 子どものコミュニケーション・チェックリスト（The Children’s Communication Checklist Second Edition）」，幼児期については「Social-Conversational Skills Rating Scale: SCRS（会話における社会的能力についての評価スケール）日本語版」に焦点を当てて検討した。最後に，それらを踏まえて，現行のアセスメント・ツールが語用能力のどのような面を評価しているかについて考察した
ジンセノサイド類を含む生薬ニンジンの健康食品の品質評価
Get PDFWe investigated by HPLC the contents of ginsenosides in overseas and Japanese ginseng health foods. The ginsenoside Rb1 was at the range of ND (not detected) ～ 43.3 mg/g, and the ginsenoside Rg1 was at the range of ND ～ 6.6 mg/g in 8 products of overseas ginseng health foods. In some health foods, ginsenosides contents were higher than that of the ginseng crude drug (Rb1 : 6.6 mg/g, Rg1 : 4.7 mg/g), and also varied between lots. The intake level of ginsenoside Rb1 + Rb1 from overseas health foods was estimated to be 0 ～ 96.9 mg/day. In some health foods, intake levels were higher than that of the ginseng conventional crude drug product (Rb1 + Rb1 : 16.2 mg/day). The ginsenoside Rb1 was at the range of 0.6 ～ 5.0 mg/g, and the ginsenoside Rg1 was at the range of 0.4 ～ 4.1 mg/g in 6 products of Japanese ginseng health foods. The intake level of ginsenoside Rb1 + Rb1 from Japanese health foods was estimated to be 0.6 ～ 35.7 mg/day, however one of them was higher than that of the ginseng conventional crude drug product
デジタル測定技術による歴史的建造物の保存活用設計手法の開発研究
Get PDFThe purpose of this paper is to propose a digital design method for historical buildings by using digital measurement technologies. In order to clarify this design method, we decided to use a warehouse built by the former Japanese Imperial Navy in Maizuru, Kyoto Prefecture. This paper discusses following issues; 1）Backgrounds of the Preservation Utilization of historical building, 2）Criteria of Adaptive Reuse, based on“Venice Charter”，and 3）The design system consists of vector data and raster data in order to distinguish original building and added building elements. As a result, we could propose the design concept of the system
ポピュラー音楽を大学初年次のメディアリテラシー教育に利用する
Get PDF本稿では、大学初年次の少人数授業においてポピュラー音楽を用いたメディアリテラシー入門の試みを紹介する。現在主流のメディアリテラシー教育の考え方と、楽曲を「プライマリーテキスト」としたポピュラー音楽研究の成果をとりいれることにより、大学生にふさわしいメディアリテラシー修得に向けた動機が得られると主張したい。最後にメディアリテラシー教育の観点から望まれるポピュラー音楽研究の方向について触れる。In this paper, I propose a method to utilize pieces of popular music and their lyrics for college level media literacy education. After briefly surveying literature of Japanese popular music studies, I introduce the ideas and methods of the second level and college level media education and mainstream textbooks of ongoing popular music studies, in order to identify the points we should emphasize in interpreting popular music and its lyrics. Then I review some of my own class activities to show how collective interpretations of songs and lyrics in the classroom can be beneficial to improve students’ ability to understand media and musical art, and students' communication skills
Interactional competence in L2 learning : Is it taught or activated?
Get PDFIt has long been understood that learning a foreign/second language involves much more than simply acquiring vocabulary and grammar to a certain level. Language learners also need interactional competence （IC） to be able to successfully participate in spoken interactions in the target language （L2）. IC is comprised of a wide range of components, such as turn-taking and repair procedures, use of discourse markers and the ability to carry out speech acts and recognize when others are carrying them out. Some of these components will be the same in both the L1 and L2 and can be transferred into the L2 in an unconscious fashion. Thus, IC may develop over time as knowledge of the L2 increases and opportunities to interact in the L2 accumulate. IC can also be explicitly taught, especially where opportunities to interact in the L2 are limited and where there may be subtle differences between L1 and L2 interactional practices. The development of IC can be seen as falling along a spectrum, from unconscious application of universal interactional modes from the very outset of learning to automatic emergence of competence as knowledge and opportunity to interact increases, to specifically taught interactional practices incorporated in the teaching program
