Tokyo Woman's Christian University Repository / 東京女子大学学術情報リポジトリ
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家庭環境が英語学習意欲と英語力に及ぼす影響
Get PDFIt is widely accepted that children’s motivation to learn and their academic ability are influenced by early education, family environment, and parents’ commitment to their education. However, few studies on childhood education in Japan are specific to the subject of English learning, and it is not evident what factors in the family environment affect student’s motivation to gain proficiency in the English language. This study addresses the following four research questions: (1) How does the family interest in English education outside of school affect students’ current motivation to learn English and their English proficiency? (2) How does the presence of English in the home affect students’ current motivation to learn English and their English proficiency? (3) How does the involvement of parents in their children’s English learning affect students’ current motivation to learn English and their English proficiency? (4) How are students’ current learning objectives influenced by the difference between their mother and father’s involvement in their English learning?The methodology employed was a questionnaire that consisted of 46 questions inquiring about students’ English learning experience, current motivation to learn English, English environment at home, and current English proficiency. The survey was conducted on 60 male and female university students, and the data was collected and analyzed without gender bias. The survey discovered that two factors, i.e., the interest in English education outside of school and the English environment in the home, have a relatively strong influence on students’ current motivation to learn English. In addition, the English environment at home and the involvement of parents in English learning affect students’ language proficiency. In particular, the research results reveal that the students who were prompted by their fathers to begin early English education outside of school were more likely to learn English with a higher sense of purpose. This finding may support the results of Sasaki (2009), which show that the more actively fathers commit to after-school activities of their children, the higher self-esteem their children may have. Also, students who grew up in an environment where their parents are actively concerned with their children’s English scores tended to have higher English proficiency and motivation to learn English
植民地台湾におけるラジオの役割 : 国語教育との関係から
Get PDFThis paper aims to emphasize how broadcasting functioned in colonial Taiwan, with a focus on the relationship between radio programs and Japanese language education. Broadcast radio, developed as a media device in the late 19th and early 20th centuries, attracted the attention of the Empire of Japan, which aimed for “Leaving Asia and Joining Europe” as part of its march towards modernity. The first successful radio transmission in Japan was made on March 22, 1925, and subsequently, this device started to play a critical role in this empire of militarism. As one of the colonies of Japan, Taiwan was included in the coverage areas of Japanʼs broadcast network. Two important events, the funeral of Emperor Taishō and the inauguration of Emperor Shōwa, indicate that the synchronization of radio broadcasting from Mainland Japan facilitated the development of radio broadcasting in Taiwan. As distinct as its start and development, radio broadcasting in Taiwan had a unique feature in the content of its radio programs, particularly the ones related to Japanese language learning. Unlike newspapers and magazines, broadcast radio is sound communicated by radio waves, so it offers considerable advantages for language education. Therefore, when the government strongly promoted Japanese language education in the 1930s, broadcasting should have been a useful tool in teaching the Japanese language to the Taiwanese people. However, peculiarly, the Japanese language education programs broadcast in Taiwan presented Taiwanese people singing and acting in Japanese to highlight their acquisition of the language, and targeted a Japanese audience, thus serving as propaganda for the empireʼs achievements in Taiwan
「総合的な学習の時間」の意義と課題 :「平和で民主的な国家及び社会の形成者」の視点からの考察
Get PDFIn this paper, I analyze the historical transition of “Periods for Integrated Study,” and clarify its inherited significance and the issues to be overcome. In doing so, I consider the significance and issues from the viewpoint of “aims of education” to cultivate the qualities that are necessary in “the people who make up a peaceful and democratic nation and society,” as stated in Article 1 of the Basic Act on Education . The following is an overview of this paper.（1） A survey of the historical transition of the empirical curriculum and the subject curriculum in the curriculum principles of postwar Japan.（2） The structure of the curriculum and educational practice based on social studies in the early postwar period.（3） The origins and development of “Periods for Integrated Study” in the course of study.（4） The relationships between ”social issues” and “student issues,” the significance of the notion of a “zest for life,” and “competency” based on critical thinking.本稿では、「総合的な学習の時間」に関する歴史的変遷を分析し、その継承すべき意義と克服すべき課題を明らかにする。その際、教育基本法第1条に掲げられている「平和で民主的な国家及び社会の形成者」として必要な資質を育成するという「教育の目的」の視点から、その意義と課題を考察することとする。本稿の構成は以下の通り。（1）戦後日本のカリキュラム原理における、経験カリキュラムと教科カリキュラムの変遷の概要。（2）社会科をコアとする、戦後初期のカリキュラムの構造と教育実践。（3）学習指導要領における「総合的な学習の時間」の創設と展開。（4）「社会的課題」と「生徒の課題」の関係、「生きる力」の意味、批判的思考を核とする「資質・能力」
普遍と特殊 : 近現代東アジアにおける秩序構想の語り方（上）
Get PDFThis article examines how regional order was conceptualized and practiced in modern and contemporary East Asia from the perspectives of the ‘universal’ and the ‘particular’. By employing these perspectives, I aim to offer a synoptic overview of the tectonic shifts that took place in East Asia’s regional order in the nineteenth and twentieth centuries. Part 1 deals with East Asia in the early modern era through until the latter half of the nineteenth century, while Part 2 examines East Asia in the twentieth century.In the early modern era, China, as the arbiter of the ‘universal’ in the East Asian context, provided the countries in its periphery with a diverse range of ‘international public goods’. These included a logographic system for written communication （hanzi漢字）, a value system （Confucianism）, a legal system （ritsuryō-sei律令制） and even access to the Buddhist canon through translation. It was through the provision, consumption and appropriation of these public goods that the East Asian world functioned. However, different modalities of consumption and appropriation occurred from country to country. Chosǒn Korea and Vietnam, for example, imbibed these public goods so as to partake in the universality that China represented. Meanwhile, Japan appropriated these public goods so as to position itself as unique, particular and independent from China and its universality.In the latter half of the nineteenth century however, a new global universalism presented itself in East Asia; that of Western modernity. Meiji Japan actively embraced this new universalism and sought to use it as a means to establish itself as the dominant hegemonic force in East Asia. China, on the other hand, attempted to maintain its long-standing hegemonic status through continued adherence to the traditional logic of tributary/investiture relations. In a world where Western modernity had come to establish itself as the new global universalism, China’s continued embrace of the traditional logic of tributary/investiture relations rendered its position as ‘particular’.The struggle for hegemony in East Asia between Japan and China was eventually decided by Japan’s victory in the Sino-Japanese War. Although this victory ushered in a new age in which Japan became the dominant power in East Asia, the traditional logic of East Asia and Chinese universality continued to hold a powerful sway upon the region and, eventually, would engender a Japanese response.本稿は、近現代東アジアにおける地域秩序をめぐる構想とその施策を、普遍と特殊という観点から整理することによって、この地域の構造変動を概観するものである。（上）は考察の前提として前近代と19世紀後半について、次号掲載予定の（下）は20世紀について論じる。前近代の東アジアでは、中国が普遍の立場から、漢字・儒教・律令制・漢訳仏教など国際公共財を提供することによって、東アジア世界が成立していた。その周辺では、中国文化を受容することで普遍に参加したり（朝鮮・ベトナム）、自己を特殊に位置づけることで中国からの自立を模索したりする動きがあった（日本）。19世紀半ば以降、西洋由来の近代世界の論理がグローバルな普遍として東アジアに及んでくると、明治日本は西洋由来の普遍に接続することで、東アジアの主導権を獲得しようとした。逆に中国は、伝統的な冊封・朝貢の論理によって主導権を維持しようとしたので、むしろグローバルなレベルでは特殊の位置に立つことになった。日本と中国による主導権争いは日清戦争に帰結し、東アジアにおける日本の主導権が確立した。しかし、特殊に陥った東アジアの伝統は依然としてこの地域において影響力が残り、日本はそれへの対応も迫られた
加害者の中にある被害者性についての臨床心理学的検討 : 押しつけられた罪悪感を手がかりに
Get PDFIt is an important practical issue to understand and intervene in the minds of perpetrators in clinical psychological support for those who have committed harmful acts. It is important to distinguish between the perpetrator’s own past experiences of victimization, such as being abused, and their sense of victimhood. One of the origins of victimhood is identification with the aggressor’s guilt that was internalized through the experience of being abused. This paper discusses the importance of the client’s development of guilt, intervening to understand the client’s train of thought, and sharing the psychological circumstances that compel the client to become dissociative.臨床心理学的な支援において、加害行為に至った者の心の中にある被害体験と被害者意識をいかに理解し取り扱っていくのかは重要な実践的課題である。加害者が実際に経験をした過去の被虐待などの被害体験と、被害者意識とを識別することがまずは重要である。被害者意識は、被虐待経験を通して内面化された攻撃者の罪悪感への同一化にひとつの起源がある。罪悪感を発達させること、クライエントの思考の筋道を把握するための介入、解離的にならざるをえない心的状況を共有していくことの大切さについて考察した
共生社会への取り組みに関する研究 : 埼玉県川口市芝園団地での実地調査から
Get PDF本稿は、現在の日本社会が直面している「外国人との共生」について、外国人集住地域に着目し、地域の中で外国人との共生に向けて、どのような取り組みが行われているのかを明らかにし、その取り組みが抱える課題や限界、可能性を考察することを目的とした。調査として、埼玉県川口市芝園団地での実地調査を行った。中国人住民を対象としたアンケート調査と、芝園団地の住民や活動を行っている人にインタビュー調査を行った。アンケート調査では、中国人住民の特徴や日常生活における住民同士の交流など、暮らしの様子が明らかとなった。主に 30代の中国人住民が多く、その親の世代も子育ての手伝いで芝園団地に暮らしていることが判明した。また、子育てなどで中国人住民同士の交流はあるものの、日本人住民との交流はほとんどないことも分かった。インタビュー調査では、芝園団地の住民や芝園団地で活動を行っている5名にインタビューをし、彼らがどのような思いを抱き、芝園団地を見つめているのかを深く知ることができた。住民同士の関わりを増やしたい、芝園団地をもっと良くしたいという思いを、それぞれ持っていることが分かった。自治会や芝園団地で活動を行っている団体などが、共生への取り組みを行っているものの、現状では未だに共生ができているとは言い難い状況であることも調査を通し判明した。外国人との共生は難しいテーマのように感じるが、身近な人間関係から始まっていると認識することで、無理をせずに自分ができる範囲で、相手を知る接点を作り出すことができるのではないかと考えた。個人や家族、地域全体で、共生社会について考え、試行錯誤を続けていくことが共生社会の実現への重要な取り組みであると結論付ける