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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Practical Research on Social Awareness of Living Environment Studies and Regional Study within Social Studies: Through Deeping of Learning by Inter-Subject Collaboration and Connection with the Use of ICT
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The Potential of the Global Lesson Study as PDCA+E : Verification through a Case Study in Mathematics
Get PDFIn this study, based on the Global Lesson Study (GLS) program, an mathematics lesson study was conducted between teachers in Japan and Singapore, with Japan as the host school. In the process of the GLS, it was confi rmed that the GLS functions as a Plan-Do-Check-Act (PDCA) cycle and that it is eff ective to implement the GLS in a two-year cycle when it is implemented among in-service teachers. As an “Extension”, we proposed the following two points: (1) the possibility of action research by combining survey research and classroom practice, and (2) the possibility of a “GLS package” in the context of international educational cooperation.departmental bulletin pape
Abilities and trainings required for educational counseling
Get PDF本研究の目的は，教師自身が教育相談に求められる能力や研修をどのように捉えているのかを明らかにすることである。小学校，中学校，高等学校に籍を置く13名の現職教員に質問紙調査を行い，回答を得た。分析の結果，教師は教育相談を行うために，柔軟で多面的なものの見方や，変化に気づく観察眼，日頃のコミュニケーション，教師自身の心の安定，他の職員と連携する力などが必要であると考えていることがわかった。また，そうした力を高めるためには，自己理解や相談技法の研修，事例を知るなどの，教師の力量を高める取り組みの他，教師同士が日頃からコミュニケーションをとり，相談しやすい雰囲気をつくるといった職場環境の改善が重要であると考えていることが明らかとなった。This paper examined what abilities and the trainings teachers perceive required for educational counseling. The questionnaire survey was conducted on 13 teachers enrolled in elementary schools, junior high schools, or high schools. What teachers considered required for educational counseling were the followings: flexible and multifaceted perspectives, a sharp observant eye to notice studentsʼ changes, daily communication with students, their own mental stability, and collaborating with other staffs. And they considered some trainings would be effective to improve their abilities, such as self-understanding, counseling techniques, and knowing actual cases. Furthermore, they also thought it was important to make their working environment better, having daily communication with each other and creating an atmosphere where they could easily consult with.departmental bulletin pape
A study on the transformation of "view of learning" at mathematics in elementary school children : Transformation into a cognitivist "view of learning" by practicing "The Lesson to Make it Think by Teaching"
Get PDF本研究では，小学校高学年の算数科で「教えて考えさせる授業」を行うことにより，児童の学習観がどのように変容するかを考察した。今日，AIの進化や新型のウイルスの発生により生活様式が変化するなど社会は複雑化し，将来の変化を予測することが困難な時代にある。また，平成29年度告示の新学習指導要領において，新しい時代に必要となる資質・能力が示された。このような時代にあって子どもたちには，自ら目標をもち，どのように課題解決を行うかを考え，自己省察を行うとともに，認知主義的な学習観を併せもつことで，自律的な学習者となっていくことが重要である。そのため，自己調整学習の理論を援用して「教えて考えさせる授業」を行い，より認知主義的な学習観への変容を目指して本研究を行った。その結果，「教えて考えさせる授業」が成績上位層と成績下位層では認知主義的学習観の４因子の異なった因子に対して影響することが見出された。In this study, we considered how the view of learning changes by giving "The Lesson to Make it Think by Teaching" in the mathematics department of the upper grades of elementary school. Today, society is becoming more complex due to changes in lifestyles due to the evolution of AI and the outbreak of new viruses, and it is difficult to predict future changes. In addition, the new course of study announced in 2017 indicated the qualities and abilities required for the new era. In such an era, it is important for children to become autonomous learners by having their own goals, thinking about how to solve problems, conducting self-reflection, and having a cognitivist view of learning. Therefore, we conducted this research with the aim of transforming into a more cognitivist view of learning by conducting " The Lesson to Make it Think by Teaching " using the theory of self-regulated learning. As a result, it was found that the " The Lesson to Make it Think by Teaching " tends to affect the different factors at the upper grades and the lower grades in the four factors of cognitivist view of learning.departmental bulletin pape
Preliminary Study on School Architecture in Naruto City by MASUDA Tomoya. : Based on observations of Kitanada-higashi Kindergarten, Kitanada-nishi Kindergarten, Seto Kindergarten, and Shimada Kindergarten
Get PDF本論文では，増田友也によって鳴門市に建てられた12棟の学校建築に注目し，学校建築としての増田建築の特徴を明らかにするための予備的考察を行なった。増田の建築家としての活動の中で，鳴門市の学校建築は，晩年の10年に立て続けに建設されている。これは，増田の建築論の思索過程において後期に存在論を主に論じた時期と重なっている。また，北灘東幼稚園，北灘西幼稚園，瀬戸幼稚園，島田幼稚園の4園舎の観察から，これらの学校建築の特徴と考えられる点を，⑴土地の形に馴染む造形，⑵万博のパビリオン風，⑶生活者から考えた問題点の3点にまとめた。増田友也の学校建築の特徴を明らかにするためには，増田の建築論のとくに後期の存在論との関連を明らかにすること，また増田が教育について何らかの考えを有していたのかどうかについても，明らかにすることが課題として示された。This paper clarifies the characteristics of Masuda Architecture as school architecture, focusing on 12 school buildings built by MASUDA Tomoya in Naruto City. The construction of schools in Naruto City took place continuously during the last 10 years of Masudaʼs career as an architect. In this paper we discuss the existence theory in the later stage of the speculative process of the architectural theory of Masuda, which overlaps with the period. In addition, from the observation of four kindergartens (Kitanada Higashi Kindergarten, Kitanada Nishi Kindergarten, Seto Kindergarten, and Shimada Kindergarten), we summarize the characteristics of the school buildings into three points: (1) modeling that fits into the shape of the land, (2) the pavilion style of the expo, and (3) problems from the viewpoints of the residents. To clarify the characteristics of Masudaʼs school architecture, the relation between Masudaʼs theory of architecture and ontology, especially in the late period is presented together with Masudaʼs opinion on education, if any.departmental bulletin pape