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Skin Conductance Responses (SCR) to Rorschach Inkblots
Get PDF40021513249In this study, we examined skin conductance responses (SCR) to Rorschach inkblots.Since its introduction, many interpretative hypotheses have been generated from the use of the Rorschach technique in clinical practices. This study was designed as an evidence-based study to test these hypotheses. Fourteen normal university students (18-24 years old) were used as subjects. The Rorschach inkblots were presented randomly (except for Card I, which was presented first) to cancel the order effect. The circuit used for the SCR measurement conforms to the recommendations of the American Society for Psychophysiological Research (SPR). The results of this study revealed that there were no significant differences in SCR amplitudes between the inkblots. In the test situation, an examinee’s response to the form, movement, color, shading (known as “determinants”), and reaction to the colors of the inkblot are considered to indicate a tendency to be aware of, and express emotion. We conclude that neither color nor form (shape) of the inkblots has an effect on the physiological responses in normal subjects, and that the lack of a significant physiological response can be evidence of the examinee’s normality.本研究では，ロールシャッハ図版が惹起する皮膚伝導度反射（skin conductance response; SCR）について，ヘルマン・ロールシャッハの原法以来，主に臨床実践の中で積み上げられてきたロールシャッハ・テストの伝統的な解釈仮説の，妥当性と信頼性を検証し，その裏付けとなる実証的研究を行うために検討した。被験者は，健康な男女大学生14名（年齢幅18歳から24歳，平均年齢19.4歳）であり，ロールシャッハ図版を順序効果を除くため無作為に呈示し，米国精神生理学会(American Society for Psychophysiological Research; SPR)の勧告回路を用いてSCR振幅を測定した。実験の結果，各図版間で生起したSCR振幅に有意な差は認められず，健常な被験者であれば，図版の色彩の有無ばかりではなく，図版の形態の特異性に依存した差が，生理反応におよぼす効果はないものと結論づけた。顕著な生理的変化が生じないのであれば，健常な被検者と判断される根拠となることを本実験の結果は示している。conference pape
A Study on the Introduction and the Characteristic of the Special Projects in Areas of National Need at the Fund for the Improvement of Postsecondary Education in the U.S.A : through the legislation process of the Higher Education Amendments of 1992
Get PDF40021513281The purpose of this investigation is to analyze the establishment and the characteristic of the Special Projects in Areas of National Need at the Fund for the Improvement of Postsecondary Education (FIPSE) in the U.S.A, through the legislation process of the Higher Education Amendments of 1992.
Previous studies have examined the degree of success of FISPE, considered how the projects supported by FIPSE were shared with other educational institutions, analyzed the formation process of FIPSE chronologically, and examined the aid management by FIPSE.However, these studies have not considered the characteristic of the Special Projects in Areas of National Need at FIPSE.
Then, the obtained results are as follows; (1) The Special Projects in Areas of National Needs was initially proposed not by the federal government, but by the Midwestern Universities Alliance. (2) Through the establishment of the Higher Education Amendments of 1992, the authority of identifying the Areas of National Need was granted only to the Director of FIPSE.本研究の目的は，アメリカ連邦政府の一部局である中等後教育改善基金（FIPSE）の全米的必要性のある分野に関する特別プロジェクト（Special Projects in Areas of National Need）を対象として，この特別プロジェクトがどのような経緯のもとで導入され，いかなる特質を有しているのかを，1992年高等教育改正法の制定過程の検討を通して明らかにすることである。検討の結果、次の2点が明らかとなった。第1に，国際交流，キャンパスの文化的環境，評価と普及といった全米的必要性のある分野が，教育省長官といった連邦政府の側からではなく，中西部大学連盟という教育機関の側から提案され，法制化されたことである。第2に，全米的必要性のある分野を設定する権限がFIPSEディレクターのみに規定されたということである。departmental bulletin pape
A Study on improvement of the capacity ability of students affiliated with nursery teacher training course : Student's perception of infant's scissors skill
Get PDF40021513295This research aimed to clarify the current aspects of mothers with children who need medical care at home through the literature and to study future issues. From the medical version of the Central Magazine Web version etc., 37 editions concerning mothers of recipients of medical care at home from 2006 to 2016 were targeted. Literature targeting medical care for children appeared after 2009. There were many qualitative studies on research methods. As a result of content analysis, various aspects of 【seeking parenting of this child】【conversion of child rearing】【specific pressure】【adjustment with family and surroundings】 became clear. The mother experienced pleasure in life, the enjoyment headline, and the fulfillment of life, while carrying a heavy burden. In order to maintain life with the child, not only the care of the child,but also the necessity of reconstruction of the mother's life, family care, and Pia support is recommended.departmental bulletin pape
地域自立支援協議会における障害者の参加の条件と機会
Get PDF本研究では、自立支援協議会における障害者の参加の条件と機会について、関係者の認識をインタビュー調査で明らかにした。協議会の関係者が抱く【障害者のもつ資源と役割期待】には、障害者の知識や経験、立場を活かした優先課題の検討、市民啓発、サービス評価などがあり、障害者の参加が少ない協議会では、緊張感を与える存在として障害者を位置付ける。【参加に必要な障害者の能力】として、要望中心ではなく多様な観点から協議する力、リーダーシップ等がある一方、発言力が強いと警戒されやすい。障害者はこれら参加に求められる条件の厳しさを指摘する。【代表性】の観点から、個人より三障害の当事者団体の代表が選ばれやすく、地域によっては組織率の低さ、人口移動の少なさによるメンバーの固定、当事者活動の未定着等が課題である。関係者は障害者に一定の条件を求める一方、【委員の関係性】、【協議会および地域の資源】や【委員の力量】等、自らの認識や力量が大きく影響することも自覚している。具体的な参加の機会として、委員としての部会への参加、発言権のない形での参加、交流や話し合いを目的とする活動への参加といった機会を設定しているが、合理的配慮はあまり積極的には提供していない。現実的課題である協議の効率化と障害者の参加を両立させるため、当事者部会の設置への期待がある。In this research, interviews were conducted to demonstrate how those stakeholders perceive conditions and opportunities of the people with disabilities to participate in the council. “Resources and role expectations of people with disabilities” includes prioritizing tasks, arising citizen awareness, evaluating services, from the point of their view, based on their own knowledge and experiences. As for “ability of persons with disabilities necessary for participation”, the stakeholders expect people with disability to have leadership, skills for discussion from different point of views, not demanding. In terms of “being representative”, leaders of organizations of physical, mental and intellectual disabilities are tend to be chosen as committee members. Some councils struggle to choose due to the low membership rates, fixed members caused by small population motilities and the inactive self-help groups. While stakeholders expect certain conditions for persons with disabilities, they also realize that their own awareness and competence greatly influence the degree of participation of people with disabilities, as seen under the categories of “relationship of the committee members”, “resources of councils and community”and “competence of the committee members”. Opportunities such as membership in subcommittees,participation as the audience, participation in activities have been set up, however, reasonable accommodations are not enough though needed. There are expectations for a subcommittee run by the people with disability, which promotes people with disabilities to participate, and at the same time, raising productivity of the councildepartmental bulletin pape
Question/Utterance Skills of Teachers Who Promote Deep Learning in Classes of Mathematics
Get PDF40021624993学習指導要領の改訂を受けて，算数・数学科においても子供の主体的な話し合いや，課題解決活動を促す授業の改善が求められている。授業を「主体的・対話的で深い学び」の場とするためには，子供たちの発想を引き出したり，議論を調整したり，焦点化させたりする教師の助言が必要ある。
そこで本稿では，それを可能にする発問・発話の技能について，先行研究および熟練教師の実践事例の分析，筆者の実践経験から得た知見を交えて論じている。
まず，Ⅰでは，教師の発問・発話に関する先行研究から「子供の反応を予測し切り返す技能」の必要性について，Ⅱではそのために持っておくべき「発問・発話の留意点」について述べた。最後にⅢでは，養成段階で指導しておきたい発問・発話技能向上の基本となる技能についてまとめた。With the revision of the guidelines for teaching guidance, improvement of classes to encourage children's subjective discussion and problem-solving activities is required even in mathematics and mathematics departments. In order to make classes "a subjective, interactive and deep learning", it is necessary to give advice from teachers to bring out ideas of children, adjust their arguments, and make them focus.
Therefore, in this paper, we discuss the skills of questions and utterances that make it possible, including prior research and analysis of practical cases of experienced teachers, and knowledge gained from my practical experience.
First of all, in Ⅰ, concerning the necessity of "skills to predict and respond to children's reactions" from the previous research on teacher's questions and utterances, Ⅱ mentioned about "points to be remembered for questions and utterances" to be held for that purpose. Finally, in Ⅲ, we summarize the skills that are the basis of improving questions and utterance skills that I would like to instruct at the training stage.departmental bulletin pape
Metacognitive Verbalization in the Activity of the Making of Music Drama
Get PDF40021625001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メタ認知的言語化について明らかにすることである。検証の結果、言語的思考、環境からの知覚、身体動作の知覚がそれぞれ単独で言語化されるだけでなく、言語的思考と環境からの知覚、言語的思考と身体動作の知覚の予測、身体動作の知覚と環境からの知覚を組み合わせたメタ認知的言語化がなされていることがわかった。This study is about ametacognitive verbalization in the activity of the making of music drama for students to be a childcare person, kindergarten teacher. As the result, thinking through the language, perception of the environment, perception of bodily action were verbalized each alone. In addition to them, the combination of thinking through the language and perception of the environment, also the combination of thinking through the language and prediction of perception of bodily action, and perception of the environment and bodily action were metacognitively verbalized.departmental bulletin pape
A School Management based on the Finding of Special Needs Education(7)Some Viewpoints and Points to utilize Findings of Special Support for Student Guidance
Get PDF40021625028日本では、積年の課題である体罰やいじめに関する報道が、各地で相次いでいるのが現状である。「いじめ」や「体罰」を規制する法整備が進んでいるにも関わらず、「体罰」や「いじめ」などの問題が解決に向かわないように思われるのはなぜなのだろうか？
「生徒指導」や「学級指導」において、子ども理解は不可欠であることは言うまでもない。この最も基本というべき、目の前の子どもの特性が理解できていない状態であれば、適切な生徒指導や支援が行われる可能性は極めて低いと言わざるを得ない。
しかしながら、学校現場を巡回指導していると、子ども理解が不十分なまま指導が行われている場面に出会うことも多い。
本研究では、適切な生徒指導を行うために、特別支援教育の知見を活用する視点とポイントをいくつかの事例を踏まえつつ検討する。It was reported that the second year middle school student committed suicide in 2017 because of severe instruction by teacher. And the incidents such as bullying and physical punishment still have continued. Why have such tragic incidents occurred although legal systems to prevent bullying and physical punishment have been provided?
In a student guidance and a class instruction, it is essential to understand children. If teachers do not understand children, they could not determine whether the instruction to children is appropriate or not. However, there are often some teachers who do not understand children. It is necessary to change from student guidance which has a feature of shouting at children, to student guidance which has a feature of respecting and trusting each other.
In this study, I examine some viewpoints and points to utilize findings of special support for student guidance, based on some cases.departmental bulletin pape
English Pronunciation Transcription in Teacher's Manuals for Junior High Schools
Get PDF40021625048本調査は，中学校の検定教科書に付随する教授用資料において，発音がどのように記載され，その指導法がどのように説明されているのかを調べたものである。対象の教授用資料は、教科書と同じ体裁で赤字や青字で注意や説明が掲載されているTeacher’s Bookと，詳しく解説が載っている解説編である。その結果，6種類の検定教科書の教授用資料が，少しずつ異なる表記法を用いており，同じ教科書の教授用資料でも説明が一致していなかったり，説明が不十分や不適切と考えられる例が散見された。発音の具体的な指導法は、生徒にわかるように説明する例が少なく，教員が教授用資料をもとに発音指導をするのは心許ないと言える。授業の中で発音指導に割ける時間は少ないと考えられるが，生徒に説明する指導例が増やされること，教授用資料内での説明の統一などの改善が求められる。Pronunciation teaching is one of the most important factors to teach communicative English. However, students do not get enough knowledge about pronunciation in English classes because of the lack of teachers’ knowledge and confidence, or time limitation. In Japan, the Course of Study decides what to teach in the class, and textbooks follow it. It picks up standard pronunciation, stress, rhythm, intonation, and pause. When teachers prepare for the classes, they check teacher’s manuals of textbooks. This paper focuses on the pronunciation instructions and explanations in teacher’s manuals that textbook publishers make for teachers. The manuals usually consist of 5 or 6 books including a teacher’s book, manuals for teaching, team-teaching plans, and worksheets, etc. In this study, teacher’s books and manuals are examined and the following results are found. All books treat the five items that the Course of Study requires. However, each publisher uses its own symbols to show phonetic features. Comments are mainly for teachers and sometimes too difficult without knowledge of phonetics. Some have incorrect or inappropriate descriptions, which may confuse teachers and students. The manuals should have more information on how to teach students English pronunciation.departmental bulletin pape
Development of Web-based Support Tool for Integrally Formulating Strategies to Improve Learning Motivation and Outcome
Get PDF40021625075本研究では，近年大学が求められている，教育の質向上のための教育改善の必要性と，インストラクショナルデザイン（ID）活用にかかる負荷を軽減するという課題の解決の一助とするために，教員が学習者を的確に指導するための教育改善方策を，学習意欲と学習成果を区別しつつ，かつ統合的に導き出すことを支援するWebツールを設計・開発した。大学教員5名によるツール利用検証を実施した結果，このツールを活用することによって，①（IDを学ばなくとも）IDを活用した改善方策の案出ができる，②複数のIDを統合して利用できる，③独力で活用できる，④ツール活用を今後も自分でやっていける・やっていこうと思えるようになる，という効果が見られた。また，本ツールの利用促進に際して指標とすることができる運用の原則の抽出について議論した。In this research, to help solving the issue of improvement of education which are required at universities in recent years and the other issue of reducing the load on utilization of instructional design (ID), we designed and developed a web tool to help educational improvement measures to accurately instruct learners, distinguishing and integrating learning motivation and learning outcomes. As a result of conducting the verification based on the use data of the university faculty member, by utilizing this tool, it was confirmed that the tool made them possible (1) to devise an improvement strategy utilizing ID (without learning ID), (2) to use multiple IDmodels together, (3) to handle the tool on their own, (4) to become to feel confidence for continuing to use the tool on their own.We also discussed about principles of operation that can be used as an indicator in promoting the use of this tool.departmental bulletin pape
A Study on Effective Post-Learning in International Service Learning Program : Analyzing Student Learning Outcomes
Get PDF40021625107体験学習プログラムで学びを深めさせる方法について、事後学習のプロセスと科目の目標との意識付け・関連付けに着目し、プログラムの改善に取り組んだ。研究では、2016年度と2017年度の夏期に実施した海外サービス・ラーニングプログラムを取り上げ、学びの総括である「活動まとめ」を統計的に分析・比較することで、事後学習の効果と課題を明らかにした。About the method of active learning with the experience learning program, I focused on the consciousness and relevance of the post-learning process and learning goals. In this report considers effective method of post-learning, by taking a service-learning program implemented in the summer of 2016 and 2017, statistically analyzing and comparing "final report" which is the student learning outcomes.departmental bulletin pape