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A study on the structural character of "V+De / Bu+Lai" in Chinese
Get PDFapplication/pdfIn this paper I considered the structural character of “V +De/Bu+ Lai” structures in Chinese. The following conclusions were obtained.
When V is a volitional verb, it means whether or not the action can be realized. V can be the verb that represents mutual activities, the verb that represents eating, the verb that represents the movement like “Shang” “Xia” “Jin” “Chu” “Hui” “Guo”, the verb that represents expression activities, the verb that represents causing a change of ownership, the verb that represents execution or correspondence.
When V is a non-volitional verb, it means whether or not the phenomenon will appear. V can be the non-volitional verb, the verb that represents the movement of inanimate subject. When V is a non-volitional verb, “V +Bu+ Lai” is a natural sentence, but “V +De+ Lai” does not seem to appear in a statement sentence. However, when it is an interrogative sentence, or when it’s concurrent with the adverb which shows denial like “Mei” “Meiyou” “Weibi”, or when it’s concurrent with the adverb which shows time like “Cai”, or when it is used as parallel construction, “V +De+ Lai” is a natural sentence.論文(Article)departmental bulletin pape
Syntactic distribution of "dare + ka" and "shei" including indefiniteness
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A study of Asajigayado : place-names as a method
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A study on the Lalitavistara : textual criticism and Japanese translation (chap. 26-ii)
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A study on the political thought of Xun Zi
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Plants of Yorojima
Get PDFapplication/pdf与路島は、加計呂麻島の南に位置し、面積9.35k㎡の島で最高標高は297m（大勝山）である。
2回の調査で､97科255種（シダ植物8科17種、裸子植物5科5種､被子植物双子葉73科177種、被子植物単子葉11科56種）を観察した。
特記すべき植物はサガリバナである。
調査日：2016年10月23日 2017年1月30日Plant of Yorojima is 97 family 255 species (Pteridophyta 8 family 17 species, Gymnospermae 5 family 5 species, Dicotyledoneae 73 family 177 species, Monocotyledoneae 11 family 56species) in twice investigation Special plant is Barringtonia racemosa論文(Article)departmental bulletin pape
A mathematic class that provides "subjective, interactive, and deep profound learning" : from the case of the lower grades
Get PDFapplication/pdf次期学習指導要領の実施に向け、アクティブ・ラーニングの視点からの不断の授業改善が求められている。中央教育審議会の審議のまとめでは、その視点として「主体的･対話的で深い学び」の実現をあげ、そのために、算数科においては「数学的に問題解決する過程」を明確にする必要があると述べている。この過程とは、「事象を数理的に捉え、数学の問題を見いだし、問題を自立的、協働的に解決し、解決過程を振り返って概念を形成したり体系化したりする過程」のことであり、この遂行を「数学的な活動」といっている。
本稿では、算数科の授業改善に向け、数学的に問題解決する過程の具体化について、低学年の事例を基にして明らかにする。Towards the implementation of the next course of study, from the perspective of the active learning, unremitting improvement of class quality has been demanded. In the summary of the deliberations of the Central Council for Education, one of the improvements of class quality is defined as "the realization of subjective, interactive, and profound learning. "In order to archive the realization, mathematics department must clarify "mathematical problem solving process. "Specifically, it is a series of process which comprises recognizing phenomena mathematically, finding mathematical problems, solving problems subjectively and collaboratively, and forming notions along with organizing when retracing solving process. According to the deliberations of the summary, accomplishment of the process mentioned above is "mathematical activity." In this paper, to improve mathematics class quality, the concretization of the mathematical problem solving process will be clarified through the case of the lower grades.論文(Article)departmental bulletin pape