Snowdrop Tenshi College Repository / 天使大学リポジトリ
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Study on School Lunch Measures in Childcare Facilities ~Presentation of the need to create a positive eating environment in childcare facilities~.
Full text link天使大学博士（栄養学）202
Study of the α-Glucosidase Inhibitory Activity of Hokkaido-grown Tartary Buckwheat and Onions
Full text link天使大学博士（栄養学）202
Remote assistance-focused strength training and nutritional guidance in preventing frailty on body composition and muscle strength in community-dwelling Japanese older adults during COVID-19 pandemic
Full text link天使大学博士（栄養学）202
Dietary intake in post kidney transplant recipients and identied issues in nutritional management
Full text link天使大学博士（栄養学）2021PD
Current Status and Issues of Nutrition Teachers' Food and Nutrition Education during "Comprehensive Learning Time"
Full text linkPDF本稿では、「総合的な学習の時間」における栄養教諭が行う食に関する指導について、３つの研究課題を設定して検証した。研究対象は、2019年度に北海道の小・中学校に勤務する栄養教諭394名であり、郵送法により質問紙調査に回答した58名が調査対象となった（回答率は14.7％）。調査時期は2019年11・12月であった。アンケート調査票は、大項目２項目、小項目９項目からなり、記述を中心にして該当事項の選択も併用した。研究方法は､小学校学習指導要領（2008・2017年）と「食に関する指導の手引」（2010・2019年）の内容検討を行い、「総合的な学習の時間」における食に関する指導の変遷・構造について比較・考察した。また、アンケート調査結果について統計解析を行った。１つ目の課題である「「総合的な学習の時間」における食に関する指導は、2008年、2017年の学習指導要領と「食に関する指導の手引」（2010年・2019年）とで、どのように構造化されているか。」であるが、これらは、学習指導要領の改訂に合わせて学校の教育活動全体で食育の推進や食に関する指導に取り組むよう構造化されたと判断した。２つ目の課題である「栄養教諭が行う食に関する指導のうち、「総合的な学習の時間」の授業時数は、「特別活動（学級活動）」より少ないのではないか。」であるが、少ないことが分かった。「特別活動（学級活動）」の授業時数は、「総合的な学習の時間」の授業時数の7.1倍だった。また、対象者58名の年間平均授業回数を比較すると、「特別活動（学級活動）」（14.9回）＞「総合的な学習の時間」（2.1回）＞「道徳科」（0.1回）であった。３つ目の課題である「栄養教諭が行う食に関する指導のうち、「総合的な学習の時間」で行われる授業内容は、「総合的な学習の時間」の趣旨を十分踏まえているか。」であるが、趣旨を十分踏まえた実践は多くなかったと判断した。この主な理由としては、「総合的な学習の時間」として報告された食に関する指導のテーマにおいて、23テーマ中16テーマ（69.6％）が１回だけの実施だったことによる。This paper presents three research topics relating to food and nutrition education conducted by nutrition teachers during "Comprehensive Learning Time" in Hokkaido, japan. The target of this research was 394 nutrition teachers employed at elementary or middle schools in Hokkaido, of which 58 replied to a paper-based survey administered by mail. The survey period was November to December of 2019; the form featured two main topics and nine sub-topics and included both written response portions and multiple-choice questions. We reviewed the content of the Course of Study for elementary schools (for 2008 and 2017) and the "Guide for Food and Nutrition Education" (for 2010 and 2019). The research compared and evaluated food and nutrition education and the changes made to "Comprehensive Learning Time" activities. There were three main research questions relating to the food and nutrition education presented by the nutrition teachers: 1) In relation to the Course of Study and the "Guide for Food and Nutrition Education," how was food and nutrition education structured for "Comprehensive Learning Time" activities?; 2) Was the amount of class time spent on "Comprehensive Learning Time"” activities lower than that spent on "Special Activities" (homeroom activities) ?; and 3) Was the content conducted in "Comprehensive Learning Time" activities sufficiently consistent with the objectives of these activities? In addition, an analysis of survey results was performed. Regarding the first question, we concluded that such activities were structured to reflect revisions made to the Course of Study to promote food and nutrition education in all aspects of education. Regarding the second question, the amount of class time spent on "Special Activities" was 7.1 times that of the class time spent on "Comprehensive Learning Time" activities. Further, comparing the average number of times each activity was presented by the 58 survey participants revealed the following: "Special Activities" (14.9 times) > "Comprehensive Learning Time" activities (2.1 times) > "Moral Education" activities (0.1 times). Regarding the third research question, we concluded that the actual content was not sufficiently consistent with the objectives in many cases. This conclusion was based on the fact that out of 23 themes presented in food and nutrition education reported as "Comprehensive Learning Time"
activities, 16 (69.6%) were presented only a single time.departmental bulletin pape
Effects of "Curriculum Theory" Practice Corresponding to "Core Curriculum in Teacher Training Programs" (1): Verification of Trial in the Nutrition Teacher Training Program.
Full text linkPDF本稿は、栄養教諭養成課程において、教職課程コアカリキュラム対応型授業である「教育課程論」を2018年度に試行的に実践した効果について、３つの研究課題を設定して検証した結果を報告する。研究対象は、2018年度に「教育課程論」を履修したT大学栄養学科・教職課程の１年次生26名である。研究方法は、「最終授業後のアンケート」（質問紙調査で５件法と記述を併用、質問項目40項目）を実施し、当該学生の自己評価結果について統計解析を行った。１つ目の課題である「教職課程コアカリキュラム対応型の「教育課程論」は、授業目標を達成しているか。また、授業内容は適切であったか。」であるが、授業目標については、「基本目標」（従来の授業の目標）と「到達目標」（教職課程コアカリキュラムで規定）の評価平均値がそれぞれ、4.21、4.15だったことや、評価段階の内訳から判断して、概ね達成したと評価した。また、授業内容の適切さについては、「基本目標」「到達目標」「授業総括」「学習状況」の４区分により総合的に判断し、概ね達成したと評価した。２つ目の課題である「教職課程コアカリキュラムで示された「「到達目標」と「一般目標」（シラバスでは「授業テーマ」と表記）の関係性はどの程度あるか。」については、両者間の相関係数は0.9443と正の強い相関関係が見られた。３つ目の課題である「「教育課程論」において、教職課程コアカリキュラム対応表と「到達目標」の自己評価結果の関係性は授業評価に活用できるか。」については、授業評価の一部として活用できると判断した。提案した方法は、授業回毎の「到達目標」の状況を簡易的に把握できる利点もあり、授業評価の一部として活用することは十分可能であると考えた。さらに、今回の結果から、「教育課程論」における授業改善の視点を、評価平均値の低い項目等に着目して確認した。The purpose of this study was to examine the effects of 2018 lectures on "Curriculum Theory," which is a course in the Nutrition Teacher Training Program based on “Core Curriculum in Teacher Training Programs.” Participants in this study were 26 first-year students enrolled in the "Curriculum Theory" course in 2018 in the Nutrition Teacher Training Program in the Department of Nutrition at T University. A self-administered questionnaire with 40 items rated on a five-point scale was given on the final lecture day of the course. Data were statistically analyzed from the viewpoint of the self-evaluation of the students in the study. There were three main research questions: 1) whether or not the "Curriculum Theory" achieved its course goals and its lecture contents were appropriate; 2) to what extent "Achievement Goals" shown in "Core Curriculum in Teacher Training Programs" are related to "General Goals," shown as "Class Theme" in the Syllabus; and 3) whether or not each lecture could be evaluated using the "Correspondence Table for Core Curriculum in Teacher Training Programs" and the results of the student self-evaluation in "attainment targets." Regarding the first research question, the mean value of "course goals" was 4.21, and the mean value of "attainment targets" shown on "Core Curriculum in Teacher Training Programs" was 4.15, both indicating that "Curriculum Theory" achieved its course goals for the most part. In addition, findings concerning the "course goals," "attainment targets," "lecture overview reviews," and "learning situations" show that the lecture contents were generally appropriate. Regarding the second research question, the Correlation Coefficient between the "target goal" and the "general goal" was 0.9443, a strong positive correlation. Regarding the third research question, findings indicate that each lecture can be evaluated by the use of "Correspondence Table for Core Curriculum in Teacher Training Programs" and the results of the student self-evaluation in "attainment targets," since both facilitate examination of the degree to which "attainment targets" were achieved. Furthermore, the results indicate that the viewpoint of improving classes in the "Curriculum Theory" was identified by focusing on items with low average evaluation values.departmental bulletin pape
"The content that was recited by the conference that I introduced narrative after the training into by an obstetrical student" -Influence on student whom narrative approach gave-
Full text linkPDF「目的」：助産学生の臨地実習後にナラティブを導入したカンファレンスで学生から語られた内容を明確にし、学生に与えた影響を考察する。「対象と方法」：本大学院学生で、研究への協力に同意を得られた者5 人を対象とした。ナラティブカンファレンスで、語られた内容から逐語録を作成し質的・帰納的に分析を行った。「結果」：第1回ナラティブカンファレンスでは【実習中の自分を支えた因子】【実習を困難にしていた因子】【自己の内的因子】の3 カテゴリーが抽出された。語ることで学生はカタルシスを得た。第2回ナラティブカンファレンスでは【実習体験の振り返り】【客観的自己への気づき】【カンファレンスで得た気づき】【他者への理解】【自己課題の発見】の5 カテゴリーが抽出され、話す聴くことの大切さを実感し理想の助産師像につなげることができた。"Content from narrative that I introduced at a conference was presented by an obstetrical student"-Influence of the narrative approach on a student- Purpose: In a conference where I introduced narrative after attending actual practical midwifery training, I clearly presented content provided by a student and examined the influence on that student. Methods: In a school for apprentices, I intended to obtain informed consent to cooperate in a study from five people. At the conference, I presented the narrative, and transcribed the recited content; made a qualitative analysis; and analyzed the data inductively. Results: From the first conference introducing narratives, three categories were extracted: [factors that supported me during the training], [factors that made the training difficult], and [my own internal factors]. The student gained catharsis through presenting the material. Five categories regarding [discovery of the individualized problem] were extracted from content presented in the second narrative conference [I obtained it in a conference notice], [understanding others], [reflecting on the training experience], and [objectively noticing myself], and the students were able to realize the importance of listening to speeches.departmental bulletin pape
