University of Shimane Academic and Global Institution repository / 島根県立大学学術機関リポジトリ
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Effect of Shichidastyle-Brain Training on elderly person’s cognitive function
Get PDF【目的】認知症予防としての、脳トレの効果を検討するため、七田式いきいき脳開発プログラムの効果検証を試みた。【方法】65-90歳の健常高齢者70名を七田式脳トレ群、対照群の2群に分け、6ヶ月間実施した。介入前後に、MMSE、HDS-R、FAB、CADi、やる気指数、うつ指標の測定を行った。群別に各調査項目、介入前後の差を解析した。また介入前後の認知機能検査値とSDS、やる気指数の相関を解析した。【結果】脳トレ群の介入前後のFAB 得点において有意差が見られた。脳トレ群においてFAB とHDS-R 値がSDS 指数と正の相関があった。【考察】６ヶ月の七田式脳トレ継続による、前頭葉機能の活性化が示唆された。departmental bulletin pape
Designing education to cultivate rich language users-bringing together instruction and evaluation
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A study on transitions of course of study about living environment studies and the period for integrated studies in elementary school
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Dietary assessment of the Hamada cirty elderly person using the concept of the Estimated Average Riquirement (EAR) cutpoint
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The production and transaction of tung-oil tree in Japanese rural communities : The case of Shimane town, Matsue city, Shimane prefecture
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Non-restrictive relative cluses with a proper noun antecedent and the usage of commas
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Project based learning for community planning by rediscovering local resources in mountainous regions
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Students' perspectives on required English courses taught via a communicative approach and a CLIL approach
Get PDF論文This paper looks at two required English courses at the University of Shimane: Freshman English Communication and Sophomore English Communication. It compares students' perceptions of two courses, the first taught in 2015 and designed according to a Communicative Approach, and the second, taught in 2016, designed according to a Content and Language Integrated Learning (CLIL) approach. The paper begins by comparing the two approaches, then describes the differences between the two courses, and analyzes students' responses to the courses. It was found that students on the CLIL course learned content in addition to English communication skills; emphasized more higher order thinking skills(HOTS): used various methods of communication to connect with classmates; and many students gained confidence in speaking English. Finally, implications for language courses at the tertiary level are discussed, with the recommendation that more content be included in required courses for higher proficiency students. In conclusion, this study shows that a CLIL approach at the University of Shimane can combine skill-getting with knowledge-getting, allowing students to enjoy learning appropriate new content while still developing their language skills.departmental bulletin pape