Soka University Repository / 創価大学機関リポジトリ
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Commemorating the 200th Anniversary of Beethoven's Ninth Symphony: Artifacts and Commentary from the "Beethoven and Ode to Joy" Exhibition
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Postwar Youth Cultural Movement in Ota-ku, Tokyo: Focusing on Daisaku Ikeda's Beethoven Lectures
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Tsunesaburo Makiguchi on The Half-day School System 2: The Significance and Possibility
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On the Development of Academic Language Proficiency based on Action-Oriented Approach: Towards the Integration of Content and Language
Full text link『日本語教育の参照枠』に基づく日本語指導はどうあるべきなのか、解説に使用されている用語の分析に基づいて確認した。特に「行動中心アプローチ」の「行動」は単なる動作だけでなく、心理的な活動を含むものであることを指摘した。学習言語能力は高度な認知力と思考力に裏付けられたものであり、それをすべて目に見える行動で示すのは難しく、対比、比較、程度などから、原因・理由、条件、逆接など論理的・機能的な形式に基づいて段階的に指導する必要があることを論じた。departmental bulletin pape
Cognitive Philosophical Considerations on Information Generation
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The Relationship Between School Education Goals and the Contents of “Independent Activities” in Tokyo Metropolitan Special Needs Schools
Full text linkThe Courses of Study for Special Needs Schools call for clarifying each school’s educational goals while taking into account the qualities and abilities of students to be developed through instruction at the school. In addition, the guidelines require more specific details to enable each school to improve the aims of classes and evaluate the curriculum concerning the educational goals set by each school. The purpose of this study was to clarify how each school’s educational goals are related to the content of “independent activities,” which is the teaching area that forms the basis of educational activities at special needs schools. The content of “independent activities” consists of six categories: “maintaining health,” “psychological stability,” “forming human relationships,” “understanding the environment,” “physical movement,” and “communication.” The study showed that the items “maintaining health” and “forming human relationships” were most closely related to each school’s educational goals and “independent activities.” In addition, the educational goals of special needs schools for hearing impairment were also highly closely related to “communication.” As a result, we concluded that when each school periodically reviews its educational goals, it needs to reexamine whether “psychological stability,” “understanding the environment,” “physical movement,” and “communication” should be added.departmental bulletin pape
Research Trends in Japan in the Field of Psychology and Physiology for Children with Intellectual Disabilities: Teaching the Cognitive Characteristics and Physiological States of Children with Intellectual Disabilities in Teacher Training Courses
Full text linkThis study aimed to gather and review literature in the fields of psychology and physiology concerning children with intellectual disabilities to identify recent research trends and use these findings as lecture materials. A total of 72 references (62 from the field of psychology and 10 from the field of physiology) were selected、 covering the last 10 years (2014 to 2024). These references were categorized and analyzed into six groups. The predominant research content focused on “rehabilitation and guidance、” while the predominant research purpose was “guidance and support”. Consequently、 the most frequently employed research method was “clinical education、” which involves the practice and evaluation of teaching methods. The study targeted “intellectual disabilities” and “severe mental and physical disabilities.” Regarding the number of participants、 84% of the studies involved between 1 and 10 participants. Regarding the target age group、 47% of the studies focused on children with intellectual disabilities enrolled in elementary and junior high schools、 during the compulsory education stage. The majority of psychological and physiological studies on children with intellectual disabilities over the past 10 years have been conducted in special needs schools and facilities for individuals with disabilities to evaluate the effectiveness of instruction and support. In addition、 numerous case studies have been conducted involving 1 to 10 children with intellectual disabilities during the compulsory education stage. In the future、 it will be crucial to integrate these case studies through methods such as meta-analyses.departmental bulletin pape