Naruto University of Education Digital Collection / 鳴門教育大学学術研究コレクション
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Discrepancies in Teacher Abilities Pursued by Teachers and Graduate Teacher Training Schools
Get PDFJapanese graduate teacher training school(graduate school of teacher education)was founded in 2008. The curriculums have been changed many times for the fifteen years. However, it has been very diffucult for university teachers based on disciplines to gain the chances to prove themselves in the graduate teacher training school. Typical contents of the subjects have been desired for graduate teacher training school. The contents must be characterized as the fusion of theory and practice. In-service teachers and new teacher applicants have not always accorded with the curriculums. Using long span of time for the practice in actual schools might not have been effective. The curriculum matching to the wishes of graduate school students must be produced with basic subject contents.departmental bulletin pape
Analysis of teaching practices in a special needs school: Aiming to create an environment in which children can show their initiative
Get PDF本稿では，教職大学院の総合インターンシップとして特別支援学校小学部にて行われた授業を分析し，児童の主体的な姿として捉えられたエピソード記録を中心にその背景を検討した。実習生は，児童の関心を引くクイズや授業の意図を伝える絵本の読み聞かせを取り入れながら，夏の風物詩であるうちわを素材に，作品づくりに取り組む実習授業をティーム・ティーチングで実施した。全ての児童がそれぞれの力を発揮した活動となった。授業中に見られた児童の姿を「知識・技能」，「思考・判断・表現」，「主体的に学習に取り組む態度」，「環境設定」の観点から整理した結果，いずれの要因も主体的な行動の背景として影響し得ることが示された。一方，児童の反応から，活動の時間配分や実施手順を守る重要性が改めて確認された。考察では，児童の実態把握や指導上の工夫，意欲につながる原動力など，さらなる授業改善に向けた指摘がなされている。In this paper, we analyze a lesson at a special needs school that conducted during the internship of a graduate school of education. With team teaching method, the graduate education trainee had a class working on coloring "Uchiwa," a Japanese fan which is one of a typical summer item, and she intended to catch the pupils' proactive attitude. As a result of analyzing the event records, the following were revealed; basic and fundamental knowledge and skills, ability to think, to make decisions, to express themselves, proactive learning attitude, and environmental factors, each of which had some influences on showing proactive behavior. All the children participated in the Uchiwa-making activity, demonstrating their individual abilities. We could learn from the children's reactions, such as the importance of accommodation for allocating each activity time and of the proper procedures for implementing the activity. In discussion, it was pointed out the necessity of understanding the state of each child and devise to method of instruction, as well as to create attractive classes in which children can participate with interest.departmental bulletin pape
児童自らが学習改善に向かう姿を目指した小学校外国語科の授業実践 : 自己調整学習理論に着目して
Get PDFグローバル化や情報化が進展する変化の激しい社会を生き抜くために，社会の変化に主体的に向き合って関わり合える，自律的な学習者の育成が必要とされている。そこで，本研究では，自己調整学習理論の3 段階「予見」「遂行」「内省」と3要素「メタ認知」「動機づけ」「学習方略」を取り入れ，自ら学習改善ができる児童の姿を目指し，実践を行った。本稿は，その実践内容及び結果をまとめたものである。departmental bulletin pape
Factors Related to the Low Enrolment of Children with Disabilities in Primary Education in Burkina Faso
Get PDFThe low enrolment of children with disabilities (CWDs) is one of the issues that inders the implementation of inclusive education in Burkina Faso. We conducted a questionnaire focusing on institutional aspect and received responses from 58 stakeholders in the field of education. From the questionnaire, we found that even though a National Strategy is implemented, its focus is for girl’s education and not dedicated for CWDs. We also found that there is an absence of system to collect data to implement effective inclusive education. Another issue is lack of public schools and trained teachers to implement inclusive education at primary level. We, therefore, must overcome these hindrances to conduct effective implementation of inclusive education at primary level.departmental bulletin pape
A Study on the Learning and Transmission at Tomeizan Dogaku-ji in the Early Modern Period: Focusing on the Abbots from the First Generation of Revival Tanrei to the Seventh Generation Mokuga
Get PDFIn the early modern period, Dogaku-ji Temple of Tomeizan was one of the academic temples where scholarly monks, such as Jakunyo, who later founded Shokoan in Naruto, and Mokuga, who also served as the ninth abbot of Shokoan, resided. It can be inferred that the temple held a significant position for monks of the Shingon sect in the region, especially in academic pursuits such as inheriting various denominations within the Shingon sect and transcribing scriptures that recorded teachings and rituals specific to each denomination. This paper offers an interim report on the ongoing comprehensive survey of the documents in possession of Dogaku-ji. Centering on the literature gathered from the first to the 27th volumes of the concluded investigations, this study provides an overview of the learning and transmission activities of the abbots from the First Revival Generation Tanrei to the sixth generation, Mokuga. Furthermore, the appendix reprints invaluable initiation records for understanding the transmission realities from the third generation Inko to the seventh generation Mokuga, namely Kanjo-jusha Meibo, Denpo Kanjo Kaidan Nikki, Denpo Kanjo Kaidan, and Seijo.departmental bulletin pape
Special Needs Education Initiatives Based on Psychoeducational Support Services in Junior High Schools
Get PDF平成19年の学校教育法改正から15年が経ち，全国の中学校で特別支援教育を推進していくための校内委員会が整備されてきた。しかし，生徒の課題報告に終始するのみで十分機能せずに具体的な支援に結びついていない状況も見られ，支援体制が十分構築できているとは言えない状況にある。本報告では, このような現状を改善し,特別な支援を要する生徒の教育的ニーズに対応した効果的な支援体制のあり方について検討することを目的とした。方法として，中学校で行われる特別支援教育の法令や通達等を整理するとともに，特別支援教育の支援体制について学校心理学的アプローチの視点で整理し実践を振り返った。結果として，①特別支援教育コーディネーターを生かした相談体制の充実, ②通級による指導の授業の質の向上, ③心理教育的援助サービスを活用した校内支援体制づくり,の三点の必要性が示唆された。Fifteen years have passed since the revision of the School Education Act in 2007, and school committees to promote special needs education have largely been established in schools across the country. However, there are also cases in which school committees do not function adequately, and the support system has not been fully established, with the school only reporting on students' maladjustment and behavioral problems and linking them to specific support. The purpose of this report is to improve this current situation and consider the form of an effective support system that meets the educational needs of students with special needs. As a method, We organized the laws and regulations regarding special needs education provided in junior high schools, organized the support system for special needs education from the perspective of a school psychology approach, and reviewed the practice. As a result, the following three points were suggested: 1) Enhancing the counseling system by making use of special needs education coordinators, 2) Improving the quality of special support service in resource room classes, 3) Creating a school support system using psychoeducational support servicesdepartmental bulletin pape
