Seigakuin Repository for Academic Archive (SERVE) / 聖学院学術情報発信システム
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A Historical Study of Wartime Nursery : The Case of Kobokan Settlement House
Get PDF興望館セツルメントは，1919年の創設以来，保育事業を実施し，第二次世界大戦が激しくなると，1944年に戦時託児所に転換した。この研究では，興望館セツルメント資料室に保存される戦時託児所時代の保育日誌を用いて，興望館セツルメント戦時託児所における保育内容を明らかにした。戦時託児所制度は，旧来の幼児教育や保育を否定する「戦時託児」をすすめるものであった。しかし，興望館セツルメント戦時託児所では，新たな活動は積極的に取り組まれておらず，警報への対処に追われるなど実質的な活動が行われにくい状況にあった。東京大空襲後に長野県に移転した後は，戦時中であっても，戦時託児所に転換する以前のような保育活動がなされていたことが確認された。Kobokan Settlement House was established in 1919 to deliver childcare services. In 1944, during the final stages of World War II, it was converted into a wartime nursery. This study examined how childcare was conducted at the Kobokan Settlement Wartime Nursery using a diary preserved at the Kobokan Settlement House Library. The wartime nursery system rejected early childhood education and childcare. Meanwhile, the Kobokan Settlement Wartime Nursery did not deliver new childcare and did not conduct substantive childcare activities because of the fear surrounding air raids. In 1945, after the Great Tokyo Air Raid, it was moved to Nagano Prefecture, and the usual childcare activities were confirmed to have been carried out in an environment where people did not have to worry about air raids even during wartime.departmental bulletin pape
Transition of diversity attribute boundaries among employees in small-and medium-sized enterprise from the perspective of “working scene” and “persistence to work”
Get PDF本稿は，職場のダイバーシティに従業員がどのように反応するかを，ミクロの視点から考察したものである。定性的データ分析により，多様性の属性に対する従業員の認識に影響を与える「働く場面」と「仕事へのこだわり」という二つのトリガーが明らかになった。トリガーの存在は，ダイバーシティ属性の境界が固定されたものではなく，また安定したものでもないことを示す。むしろ，それらはより流動的で一時的な境界といえる。この研究結果は，組織の多様性が組織の社会的統合とパフォーマンスを弱めあるいは進めるメカニズム，およびその条件をよりよく理解することに役立つ。またこの研究は，個人を関係指向型あるいはタスク指向型のダイバーシティ属性に源を持つ複数のアイデンティティの複合体として見る視角を前進させることにも貢献する。This paper investigates how employees react to workplace diversity from a micro viewpoint. Qualitative data analyses revealed two triggers that influence employees’ perceptions of diversity: “working scene” and “persistence to work.” The presence of triggers indicates that diversity attribute boundaries are not fixed and stable. Rather, they are more fluid and transitory. The finding helps us better understand the mechanisms and conditions, under which diversity in organizations undermine or facilitate social integration and organizational performance. It also contributes to advancing the view of an individual as a composite of multiple identities derived from relational and task-related diversity attributes.departmental bulletin pape
Research Trends in Children’s Acquisition of Concepts in Elementary School Science : Focusing on the Teaching Strategy of Looking Back
Get PDF本稿は，小学校理科における児童の概念獲得に関する研究動向から，振り返り指導方略に関して，①主にコンピュータ，ICT機器等，②主に記述，発言等，③主に質問紙等，④記述指導の例示等に分類し，さらに，具体的な記述指導を3つの区分に分類した。その結果，特に「考えマップ」，「学び方アイテム」，「OPPシート」，「1枚ポートフォリオ評価シート」等を活用した指導方略が，学習者が見通しを立てたり振り返ったりする学習活動であること，指導者による振り返り記述指導が具体的に明示されていることがわかった。また，「令和の日本型学校教育」における個別最適な学びと協働的な学びの実現という観点から，学習者が理科の概念獲得に寄与する具体的な振り返り指導方略の開発を考案することの必要性を示唆した。This paper categorizes retrospective teaching strategies based on research trends in children’s acquisition of concepts in elementary school science. It was classified into (1) computers and ICT equipment, (2) descriptions and remarks, (3) questionnaires, and (4) examples of description guidance. Furthermore, specific descriptive guidance was classified into three categories. Consequently, it was found that the teaching strategy utilizing the “thinking map,” “learning item,” “OPP sheet,” and “one-page portfolio evaluation sheet” is a learning activity in which the learner forms a perspective and looks back. Moreover, it was found that the retrospective description guidance by the instructor was clearly stated. From the perspective of realizing individual optimal learning and collaborative learning in “Reiwa’s Japanese-style school education,” it is necessary to develop specific retrospective teaching strategies that contribute to the acquisition of the concept of science by learners.departmental bulletin pape
Considering Comprehensive Instruction in Elementary School, Part 2 : Requirements for repetitive leaning activities \nto be exploratory learning
Get PDF本稿は，「総合的な学習の時間」の本質である探究的な学習が，「課題の設定」「情報の収集」「整理・分析」「まとめ・表現」の繰り返しだけでは成立しないという問題意識に立ったものである。児童の学習活動が探究的になるように導く教師の指導法の工夫とその要件を探ることを目的とする。研究方法は，指導計画の分析及びエピソードの分析である。児童が発見した課題はどのように探究的な学習として連続し発展していくのか，特に「課題の設定」と「整理・分析」に焦点を当てる。
成果として「児童の思いや願い，発見を学習課題にしたこと」「整理・分析活動を児童主体に進める指導を継続したこと」をあげ，指導法充実のための要件と結論付けたい。This paper is based on the awareness of the problem that exploratory learning，which is the essence of comprehensive learning time，will not be possible only by repeating “setting tasks,” “collecting information,” “organizing/analyzing,” and “summarizing/expressing.” The purpose is to explore the ingenuity and requirements of teachers’ teaching methods that guide children’s learning activities to be exploratory. The research method is the analysis of the teaching plan and episode. We will focus on “setting tasks” and “organizing/analyzing” how the tasks discovered by children will continue to develop as exploratory learning.
Consequently, I would like to conclude that citing “children’s thoughts，wishes，and discoveries as issues” and “continuing guidance to promote organizing and analysis activities mainly by children” is a requirement for enhancing the teaching method.departmental bulletin pape
Possibilities of Online Japanese TADOKU (extensive reading) Classes : A Report Based on a Survey of Online Japanese TADOKU Classes(Abstract)
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