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Thinking the Relationship between Noticing in Learning and Three Levels of “Gakushu” in Terms of A Revision of Taxonomy and STEAM Education
Get PDFAlthough a Japanese word pronounced as “Gakushu” has been used for meaning learning and studying, now there are two different words pronounced as “Gakushu” which are written as “学習” and “学修” in Japanese. The former “Gakushu” (“学習”) is formally applied for the learning and studying by the both elementary and secondary school students. The latter “Gakushu” (“学習”) is formally applied for the learning and studying by the higher education students. The contents that the students learn and study, cannot be always segregated by the difference in the kind of the educational institutions in which they learn and study. The actual learning and studying in the higher education schools must include many kinds of contents of learning and studying in elementary and secondary schools. The learning and studying in elementary and secondary schools must be sometimes developed to the level of higher education. Analyzing the differences in the contents between the two kinds of “Gakushu,” the research paper presents the third concept of “Gakushu” which is written “学嵩” in Japanese. The third concept of “Gakushu” means the much higher level of learning and studying up to Developing and Creating, which concern the highest level of the revised Taxonomy. Outcomes of learning and studying may be classified by the Taxonomy which is originally presented by Bloom and revised later. The research paper analyzes the noticing timing and process in the three levels of “Gakushu” and also describes the relationship among the three kinds of “Gakushu,” SDGs (Sustainable Development Goals), and STEAM education.departmental bulletin pape
Physical education class theory: Focusing on the essence of the curriculum and the way of looking at and way of thinking of the sport
Get PDFThe purpose of this paper is to examine current physical education under the government's Revised Elementary School Guidance (Notice H 29). Firstly, we example the process of how educational materials are developed. As a result, it was shown that the physical education department belongs to the social type and the ability to raise it changes depending on the social trends. Next, we examined changes in approach to physical education into the three areas of 1) training the body, 2) education by way of exercise, and 3) education in the field of exercise in accordance with the transition to the Revised Elementary School Guidance. These three approaches to physical education are from the perspective of the teachers. From the viewpoint of the children, we ascertained their wishes to become proficient in a particular skill. Regarding the current competency−based education, we were able to formulate an approach from the perspective of learning through social constructivism, lending feasibility to a classroom style ensuring that students will improve as they are absorbed in the basic essence of the physical exercise.departmental bulletin pape
An Analysis of the Junior High School Japanese Language Test on ‘National Assessment of Academic Ability’ : From the Viewpoint of Japanese Language Education for Foreign Students
Get PDF本稿では，平成31年（2019年）に実施された「全国学力・学習状況調査」の中学校国語の試験問題について，日本語教育の視点から，問題文，設問の文，選択肢の文の分析を行ない，その結果について述べた．分析により，試験問題の日本語が日本語教育の中級から上級レベルの難易度であることがわかった．しかし，日本語に関する学習支援を必要とする生徒への日本語支援の現状は，日常会話レベル（初級レベル・話しことば） の学習で終わっており，その後の教科学習につながっていくような日本語支援（中級レ ベル以降・書きことば）に関しては十分に行なわれていない．そのため，中学3年時の 日本語の到達レベルが中級から上級レベルの日本語であることを考えると，さらなる日本語支援の確保が必要であることを述べた．departmental bulletin pape
Moral lessons that extend one’s own experience of moral values to a social perspective
Get PDF本稿は，小学校道徳科の授業効果を高めるために，道徳的価値にかかわる自分の経験を想起し，それをもとに道徳的価値についての理解を深め，道徳的価値に対する関心を高めた上で読み物資料に取り組む授業展開を構成した。読み物資料における学習では，教材に登場する人物の立場に立って考える役割取得の視点から社会的視点に考えを広げる学習活動を展開することにより道徳性の育成を図ることを目指した。 小学校6学年76名の3クラスを対象として，道徳の内容項目B－⑺「親切，思いやり」を取り扱った。授業の成果と課題の検討のため，それぞれの時間ごとの児童授業の様子，授業アンケート結果，ワークシートの記述を検討した。結果，授業構成上の工夫と展開における一定の成果が確認された。In order to improve elementary school moral lessons, this practical study reminds children of their own experiences related to moral values, makes them understand their moral values, raises their interest in moral values, and then uses them as reading materials. I organized the lesson development to work on. In learning using story textbooks, we aimed to foster morality by developing learning activities that broaden our thinking from the perspective of role taking, which considers the positions of the characters in the story, to the acquisition of social perspectives taking. We dealt with moral content item B- (7) “kindness and compassion” for 3 classes with 6th grade elementary school names. In order to examine the results and tasks of the lesson, we examined the state of the childrenʼs lesson, the results of the lesson questionnaire, and the description of the worksheet. As a result, it was confi rmed that there were some achievements in the ingenuity and development of the lesson structure.departmental bulletin pape
Challenges and Opportunities for Research on Teachers’ Beliefs in Japan : Examining teachers’ consciousness for addressing diverse educational needs
Get PDF本研究では，多様な教育的ニーズに応える教師の意識について検討するため，教師の信念／ビリーフに関する研究を概観した。その結果，教師の信念／ビリーフは，⑴研究によって定義や理解が異なること，⑵教師の指導行動や態度に正負両面の影響があること，⑶児童の学級適応感に正負両面の影響があること，⑷教師の精神的健康に影響すること，⑸学校段階や学校タイプによって教師の信念／ビリーフは異なることなどが明らかになった。そして，多様な教育的ニーズに対応できる教師の信念／ビリーフを客観視できる指標が必要であること，同じく多様な教育的ニーズに対応できる教師の信念／ビリーフを獲得する経緯を明らかにすることが課題となる。This study examined teachersʼ consciousness for addressing diverse educational needs by reviewing the research on teachersʼ beliefs. The results revealed that (1) teachersʼ beliefs were defined and understood differently in different studies, (2) their teaching behaviors and attitudes are both positively and negatively impacted by their beliefs, (3) teachersʼ beliefs positively and negatively affect childrenʼs classroom adjustment, (4) teachersʼ beliefs have an impact on their mental health, and (5) teachersʼ beliefs vary by school stage and type. Furthermore, an index that can objectively evaluate teachersʼ beliefs is vital to successfully address various educational needs, and it is challenge to clarify the process by which teachers acquire their beliefs.departmental bulletin pape
Actual Conditions and Tasks of Cooperation between Learning Support Providers and Schools: Focusing on cooperation with learning support providers that emphasize life support
Get PDFThe purpose of this study is the following two points. (1) Focusing on learning support providers that emphasize life support, clarify the actual situation of cooperation between learning support providers and schools based on the Act on Support for Independence of People in poor. (2) Clarify administrative tasks to promote cooperation between learning providers and schools. In this study, we conducted a questionnaire survey and an interview for learning support providers. As a result of analyzing the investigation results, the following seven points were clarified. (1) The learning support providers mainly needed cooperation with the school to share the state of the “Worried Child” with the school and to search for a support method. (2) Providers that place importance on life support was more aware of the need to share information with schools regarding “Worried Child” than providers that place importance on other purposes. (3) Providers that place importance on life support supported children, including families in poor, by sharing sensitive information about “Worried Child” in cooperation with schools. (4) However, about 40% of Providers that emphasize life support answered that the cooperation with the school was “not very successful” or “not at all.” (5) Regarding providers that emphasize life support that do not cooperate well with schools, “NPO corporations, etc.” were more aware of the reason why cooperation did not work well than the “Social Welfare Council”. (6) Providers that emphasize life support that cooperate well with schools shared their children's personal information with schools not only by working on schools but also by obtaining the cooperation of the government. (7) Some providers that emphasize life support described “established a conference body involving the Board of Education and the welfare department” and “cooperate with great power” are necessary to promote cooperation with schools in the future. From the above, we considered that there are the following two administrative tasks regarding the promotion of cooperation between providers that emphasize life support and schools. (1) Both education and welfare administrations should establish the infrastructure for sharing children's information and building relationships between schools and providers that emphasize life support. (2) The government should give priority support to the promotion of cooperation with schools for “NPO corporations, etc.” that do not cooperate with schools among providers that emphasize life support.departmental bulletin pape
小学校プログラミング教育の授業実践と児童に対する意識調査
Get PDF2020年度から小学校プログラミング教育が全面実施となり2021年4月からGIGAスクール構想に基づいた情報環境が整備された。本研究では，このような状況下におけるプログラミング教育に関わる現状と課題を調査することを目的とする。本論文では，総合的な学習の時間と算数科において情報端末を利用したプログラミング教育を取り入れた授業実践について考察するとともに，児童に対する意識調査結果の分析から，従来の授業形態では得られにくかった学習効果や児童の気づきにつなげられる学習活動を展開できることがわかった。departmental bulletin pape
