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"Programming Education" for Elementary Education Going with the Revision of Government Guideline for Education
Get PDF40021849330In Japan, “informatization of education” is now being pushed forward, which aims for “arrangement of teacher”, “ICT environmental full equipment” and “LAN equipment in classrooms”. “Informatization of education” aims to get two goals, one is that ICT is practical used for the process of problem discovery and solution effectively, the other is that programming education becomes compulsory subject, including cultivating a comprehensive ability of information utilization. They have an effect on the revision of Government Guideline for Education, coming along with that programming education is required in the elementary school.
Although its purpose is to cultivate the ability of “programming thinking”, programming courses have not been planned for the curriculum of elementary school. In this paper, the researcher reports the overview of the revision of Government Guideline for Education from the viewpoint of informatization of education, and the programming education that is one of the central contents,
including its issue.わが国で進められている国家戦略の一つとしての「教育の情報化」で、教育分野においても2020年までの達成目標として、「ITを活用した授業指導ができる教員の配置」、「IT環境の整備」、「普通教室内への無線LANの整備」、の３つの目標指標があげられている。この「教育の情報化」を踏まえた形で学習指導要領が改訂され、小学校からのプログラミング教育が必修化される。その目的は、「プログラミング的思考」の力をつけるということであるが、小学校の教育課程では、プログラミングの授業は計画されてはいない。
本稿では、「教育の情報化」の視点からみた「学習指導要領の改訂」をまとめ、その中心の一つであるプログラミング教育について、その課題も含めた報告をする。departmental bulletin pape
Standardization Concept of Undergraduate Education Based on Flipped Classroom and e-Learning
Get PDF40021849295The purpose of this paper is to show one type of undergraduate curriculum reform scheme by introducing the methodology of 'flipped classroom'. This plan also leads to solve various problems of university education in recent Japan. With a set of 'flipped classroom' as a combination of 'standardized' e-learning and in-class activities with unique feature of each university, various variations of learning forms can be conceived, depending on the allocation ratio of its constituent elements. When designing in-class activities as active learning, the practice of flipped learning can be described as a combination of various learning strategies on the learning pyramid. Learning scheme based on this combination will be able to respond to both issues of quality assurance and individualization of university education and allow free designing of learning time. By changing the idea of learning time, we can solve some problems in teaching. However, there are many problems with realization of this idea. Because, it depends eventually on learners' autonomy, even if problems about institutional barriers are solved.departmental bulletin pape
Derrida's Interpretation of Husserl in "Leprobleme de la genese"
Get PDF40022180883The starting point of Jacques Derrida’s study of philosophy was his DES thesis Le problème de la genèse
dans la philosophie de Husserl. There he tries to introduce the reality into Husserl’ s transcendental
phenomenology under the influence of Tran Duc Thao, who reduces the transcendental phenomenology to the
dialectic materialism and of Heidegger, who was understood as existentialist.departmental bulletin pape
Mori Osamu's viewpoint of the relationship of architecture and garden : Through the biography of Kobori Enshu
Get PDF40022181093In this paper, I considered the biography of Kobori Enshu, written by a Japanese garden researcher and
gardener Mori Osamu in 1966 and 1967. As a result, it was found that Mori used the viewpoint of the
relationship of architecture and garden as a clue for the study of Japanese gardens. He pursued that viewpoint
in the study of Katsura Rikyu in 1950’s. In addition, I compared it with the biography of Kobori Enshu written
by Shigemori Mirei in 1949. It was found that Mori Osamu’s viewpoint was not in the biography of Kobori
Enshu written by Shigemori. Futhermore, it was found that the architect Horiguchi Sutemi, who studied
Japanese gardens, shared a common viewpoint with Mori Osamu in the description about Kobori Enshu in
1965. In addition, the architect Nishizawa Fumitaka, who measured and studied Japanese gardens under the
influence of Mori Osamu, was able to be seen the influence of Mori Osamu’s viewpoint in the description
about Kobori Enshu in 1976.departmental bulletin pape
The relationship between sense of limited resources and subjective well-being
Get PDF40022181987「他者が成功すれば，代わりに自分は失敗する」かのように，あたかも対人間で成功に結びつく資源の量には限界があり，その資源を奪い合っているように語られることがある。このような考え方は資源の限定観と呼ぶことができる。本研究では，広く資源の限定観についての調査を行い，幸福感の判断との関連性を検討した。その結果，対人間での資源の限定観（「対人的定量感」）は個人単位での定量観とは概念的に区別されることや，他者との相対的な比較が主観的幸福感を低下させていることが明らかになった。とりわけ現状が満たされていない原因を「対人的定量感」に求めていると考えれば，不幸な者ほど相対的判
断をしやすいという相対的剥奪理論と同様の構造になっていると考えられる。departmental bulletin pape
The Change of Teachers’ Professional Development
Get PDF120006600908The purpose of this study is to analyze the progress of the homogenization of teachers’professional development using the 2011 and 2017 quantitative investigation data from public primary school and lower secondary school teachers in three prefectures. Specifically, it focuses on points of the comparison of the generation, the survey years and prefectures.
From this survey, some important findings were drawn. First, the decision time of becoming a teacher is similar between prefectures for younger teachers of primary schools and lower secondary schools. However, this finding cannot be homogenized due to teachers’ personal experience. Also the influence of the teacher training is not strong now. However, the experience that influences the aspiration of becoming a teacher and teacher’s life is limited to teacher training curriculum. Second, the data reveals that their significant educational practice and the system related to teacher education that teachers think is homogenized except one generation. Third,most of the teachers have similar teacher consciousness. On the other hand, there are individual and generational differences in their views of Japanese society.本論文の目的は，2011年度と2017年度に同じ3県で実施した公立小・中学校教員を対象とした，教師の力量形成に関する質問紙調査データにもとづいて，世代間の比較，調査実施年度の比較，地域間の比較の3点から，6年間に教師の力量形成の均質化が進行しているのかどうかということに焦点をあてた考察を行うことである。
その結果，以下のことがわかった。
まず，教師の被教育体験期については，若手教師が教職に就くことを決める時期には学校種による類似性があった。しかし，その理由は個人の経験であるため均質化することはないだろう。また，現代の若手教師に対する養成教育の影響力はまだ強いものにはなっていないものの，大学時代の教職志望やその後の教職生活に影響を及ぼす体験が，教職課程のものに限定されている可能性がある。
次に，教職について以降に焦点をあてた力量形成に関することとして，教育実践の質を高めるうえで意義あると考える日常的な活動や，教師教育に関する制度・組織体制については，多くの世代では，力量形成の機会に関する認識が均質化してきているようである。
最後に，教職意識や社会観についての分析から，教師の大半が同じような教職意識を持っていることと，社会観には個人差や世代差があることが明らかになった。departmental bulletin pape
Aspects with Sensibility in the Activity of the Making of Music Drama
Get PDF40021892017This study is a practice report about the aspects with sensibility in the activity of the making of music drama for students to be a childcare person, kindergarten teacher. As the result, of the viewpoint as the role, audience and actor, the viewpoints as the audience were seen most frequently. The viewpoints more than two were not performed very much.本研究の目的は、保育士・幼稚園教諭を目ざす学生を対象とした音楽劇づくりの活動における感性的側面について明らかにすることである。検証の結果、役の視点、観客の視点、俳優の視点の中で、最も頻繁に観客の視点が意識されていることがわかった。また、２つ以上の視点での意識はあまり行われていないことがわかった。departmental bulletin pape
Relation Between Pronunciation Teaching and Phonetic Symbols : Some Issues of Using Dictionaries
Get PDF40021892053The purpose of this study is to investigate how pronunciation teaching in schools is conducted using dictionaries,especially focusing on phonetic symbols. According to the Course of Study by MEXT, it is necessary to teach how to use a dictionary and make students utilize it. We classified dictionaries into five types, i.e., 1) introductory English-Japanese, 2) elementary E-J, 3) intermediate E-J, 4) advanced E-J and 5) English learner’s dictionary (E-E). As a result, there are many differences in the phonetic descriptions among these dictionaries, such as stress marks,technical terms, vowels, and kana descriptions.
Lexicographers should take it into consideration that phoneticians who are in charge of the dictionary must understand the users of the dictionary and decide most suitable phonetic descriptions because Japanese learners of English are confused by the different descriptions. Also, teachers should pay attention to the pronunciation teaching for students to acquire better communication skills.現行および2020 年度から実施される中学校外国語の学習指導要領では, いずれにおいても発音
記号は必須の指導事項ではなく, 補助として使用できるものとされている。教科書では2 年生から
は発音記号が新出単語と共に記載され, 英和辞典でも必ず掲載されているので, 知っておく方がよ
い項目である。本稿では, 英和辞典を５つのレベルの分類し, 比較調査した結果, 音声表記のバラ
つきや, 用語の混乱などがあることを確認した。発音記号を指導する際に, 学習者に混乱を招く可
能性があり, 辞書編纂に対しても課題があることを指摘した。departmental bulletin pape
Forms of Education for Creating Autonomous Citizens : A Report on Observations of a Swiss Educational Site
Get PDF40021892085Despite being a small country, Switzerland continues to maintain the form of an autonomous democratic state. Therefore, the researchers in this study focused on Switzerland in order to examine moral education for the purpose of understanding what will be expected of Japanese pupils assuming the responsibility of Japanese society in the future. In 2018 and 2019, moral education will become a compulsory subject in primary schools and lower secondary schools in Japan. The aim of this report is to introduce a part of the observation research on moral education in a primary school in Switzerland and the lecture of Professor Fritz Oser, a research colleague of Lawrence Kohlberg and an educational scholar in the country and a main advocate of the “Just Community Approach” to moral education.スイスは小国であるにもかかわらず，自律した民主主義国家という形態を維持しつづけている。そうしたスイスにおける市民の在り方から，私たちは市民社会としての在り方と，その担い手たる市民の在り方について学ぶことができるのではないだろうか。こうした課題意識に立って，平成30年度と平成31年度に小学校と中学校において道徳が教科化されることを受けて，将来の日本社会を担う日本人に期待される道徳教育の在り方を検討するために，スイスに注目した調査研究を開始した。本報告は，その研究の中で実施した，スイスの小学校の視察調査と，現在のスイスを代表する教育学者であり，Lawrence Kohlbergの共同研究者として，ジャスト・コミュニティ・アプローチの中核的な推進者であるFritz Oser教授によるレクチャーによる結果の一部を報告するものである。departmental bulletin pape
The Effects of Peer Tutoring for a Child with Severe Mental Disabilities and Physical Disabilities In a School Event
Get PDF40021849169The purpose of the present study was to clarify the effects of peer tutoring for a child with severe mental disabilities and physical disabilities. The participant as a tutee was a boy with severe mental disabilities, severe communication disabilities and physical disabilities who was 11 years 3 months old. The another participant as a tutor was a girl without disabilities who was the same age going to the same school. The interventions for them was held in the practice toward the releasing of the drama by the school event. The goal behavior of the tutor was doing appropriate supports by using support card, and the goal of the tutee was playing a leading role while receiving supports. As a result of this peer tutoring, the tutee could play a leading role by appropriate supports and the tutor could support more appropriately by using support card. Also the interaction between tutee and tutor had increased in daily life. From these results, it was confirmed that peer tutoring for a child with severe disabilities was effective.平成19年に日本が批准した障害者の権利に関する条約、そして、平成24年に中央教育審議会から示された「共生社会の形成に向けたインクルーシブ教育システム構築のための特別支援教育の推進（報告）」において、インクルーシブ教育システム構築は障害のある人と障害のない人が共に生活する社会の実現に向けて取り組むべき重要な課題であるとされた。このインクルーシブ教育を推進する上でも有効な取り組みとして、1970年代にアメリカ合衆国の障害児教育の領域で活用されたピア・チュータリングがあげられる。しかし、その対象は軽度知的障害や学習障害の児童生徒であり、重度重複障害児を対象とした研究は見当たらない。そこで、本研究では重度重複障害児を対象として、学校行事における交流及び共同学習の場面においてピア・チュータリングを活用し、その効果と課題を検討することを目的とした。その結果、重度重複障害のある児童と障害のない児童の双方にピア・チュータリングの効果が認められ、日常生活場面へも般化し双方の交流も増える可能性があることが示された。departmental bulletin pape