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戦前の新聞に見られる梁啓超像について : 『朝日新聞』、『読売新聞』を中心に
No full textDuring his 14-year exile in Japan, Liang Qichao gained prominence through a series of journalistic activities, including the establishment of publications and the publication of articles in Japanese magazines, which attracted not only the interest of Japanese intellectuals, but also the attention of the newspaper press. This paper, based on the collection and collation of relevant reports on Liang Qichao from the Asahi Shimbun and the Yomiuri Shimbun spanning from the Meiji era to the end of World War II and taking into account Liang Qichao’s life experience, examines the content of these reports according to different time periods. The findings indicate that Japanese media held a favorable view of Liang Qichao’s personality and talent during both his pre-exile and exile periods. However, their evaluation of his reform efforts and subsequent newspaper activities was less favorable. Despite extensive coverage of Liang Qichao’s activities upon his return to China, the Japanese media’s evaluation remained relatively low, likely influenced by his political stance.On the other hand, the assessments of Liang Qichao by major Japanese newspapers, particularly the Asahi Shimbun and the Yomiuri Shimbun are reflective of the general public’s perception of Liang Qichao in Japan during that time
チベットにおける『カーヴィア・アーダルシャ』の受容 : 第2章第8・9詩節に関するカムトゥル4世の解釈
No full textThe Kāvyādarśa (Tib. Snyan ngag me long), a treatise on Sanskrit poetic theory authored by Daṇḍin during the seventh to eighth century, was transmitted to Tibet in the thirteenth century. It had a significant impact on Tibetan literature, giving rise to a distinctive commentarial tradition that differs from the Indian tradition. This paper delves into the commentary by Khams sprul bstan ’dzin chos kyi nyi ma (1730–1779), providing a Japanese translation of the commentary on verses 8 to 9 of chapter 2, and aims to evaluate the significance of his commentary in the context of Tibetan literature.
Khams sprul was a scholar monk of the Bka’ brgyud pa and was active in Khams district of Tibet in the eighteenth century. During that time, he studied the Bka’ brgyud pa’s doctrine, Sanskrit grammar, poetic theory, and more under the guidance of Si tu paṇ chen chos kyi ’byung gnas (1699-1774), known as a great grammarian and scholar of poetry. Having received instruction from Si tu paṇ chen, Khams sprul deeply realized that there were many problems in the Tibetan translation of the Kāvyādarśa. At the age of twenty-five, he wrote the first draft of his commentary on the Kāvyādarśa, entitled Dbyangs can ngag gi rol mtsho. Over the next sixteen years, Khams sprul revised it while adding comments criticizing preceding Tibetan interpretations based on his own reading of the Sanskrit commentaries. Finally, at the age of forty-one, he completed his outstanding commentary, characterized by its insightful analysis and innovative perspectives on the Kāvyādarśa.
In regard to Kāvyādarśa 2.8–9, which addresses “the description of nature” (svabhāvokti, rang bzhin brjod pa), Khams sprul endeavors to convey the exact meaning of the Sanskrit original text as accurately as possible. According to Khams sprul, the description of nature is equivalent to that of a species. This entails, when describing a certain entity x, elucidating the diverse attributes it possesses. Through this portrayal, elements other than x are excluded, thus highlighting x as the possessor of those attributes. In explicating the description of nature or species, the concept of “exclusion of others” (anyāpoha, gzhan sel), originating in Buddhist epistemology, is effectively employed.
Concerning the third case markers found in the Sanskrit text of Kāvyādarśa 2.9, Khams sprul interprets them as indicating a qualifier (viśeṣaṇa, khyad par), based on the preceding Tibetan Commentary by Rin spungs pa and the grammatical rule cited therein from the Kātantra. It is noteworthy that his understanding aligns with Ratnaśrījñāna’s interpretation. Given that the Tibetan translation of the same verse lacks an expression of the third case, most Tibetan commentators who do not consider the Sanskrit original text are unlikely to engage in such a grammatical discussion. In the temporal and geographical context of eighteenth-century Eastern Tibet, where the tradition of translating Sanskrit texts into Tibetan had been discontinued, Khams sprul’s attempt to revive the ideas of the Sanskrit original text deserves high praise.広島大学比較論理学プロジェクト研究センター研究成果報告書（2023年度
「当たり前」を相対化する中高数学の教材論 : 多項式の展開公式，√ の長さの線分の作図，比例の定義の3つの題材を通じて
No full text本稿では，中学校・高等学校の数学の教科書上の「当たり前」に目を向け，その点を相対化していく教材論，すなわち，その教師にとっての「当たり前」が生徒達にとっての「当たり前」ではないかもしれない可能性を考える教材論を展開する。結果，[1] 多項式の展開については，( + )2 の展開公式に着目し，生徒達の目から見て，2 + 2 + 2 と 2 + 2 + 2 のどちらの順番で書いても拡張の方向性として遜色なく見え得ること，[2] √ の長さの線分の作図については，長さ の線分のみならず長さ1 の線分が与えられることの数学的価値が，生徒達の目からは見えないこと，[3] 比例の定義については，小学校流の定義から中学校流の定義に更新する必要性が生徒達には感じづらいこと，を指摘し，3 教材のいずれについても，大局的な視点(教師にとっての「数学としての当たり前」) と局所的な視点(生徒達にとっての「生活経験としての当たり前」) のズレを論じることができた。数学の教師は，日々目の前の生徒達の様子を注意深く観察しながら，教師にとっての「数学としての当たり前」と生徒達にとっての「生活経験としての当たり前」のズレの調整をしなければならない。本稿の教材論は，筆者が，岡山大学 学術研究院教育学域 講師 石橋 一昴氏に，同大学の学部生向けの講義のゲスト・ティーチャーとしてお招きいただいた際の講義内容を発展させたものである
プレゼン後のやり取りを活発にするために : 主体的に質問をすることのできる生徒を育てる
No full text本稿は，英語プレゼンテーションとその後の質疑応答を活発にするための指導の実践例を紹介する。これまでの英語プレゼンテーション指導においては，発表者の指導に重きが置かれており，その後の質疑応答の指導はほとんどなされてこなかった。その問題意識から，なにかしらの新しい情報に触れた際に，当事者意識を持って問いを立て，それを英語で表現することができる生徒を育てることを目標として単元を構成した。アンケートで生徒の抱える困難さを明らかにし，その困難さを解消するための指導を複数回行うことで，生徒は発表後の英語での質疑応答に慣れることができた。生徒の発話やアンケート結果から今後の課題についても考察する
道徳的価値への理解を深める道徳教育プログラムの開発 : 思いやりプログラムの実践から
No full textAs a moral education program to deepen moral values, this study developed a compassion program for third-grade elementary school students and verified its effectiveness. The compassion program consisted of four moral lessons. The opinions written by the students in each class were analyzed to reveal the deepening of their moral values. The results highlighted the following two points: First, the children’s moral values expand and deepen as they go through the lessons, which allows them to gain a multi-layered understanding of moral values. Second, the value of compassion encourages them to become aware of other moral values such as responsibility, gratitude, honesty, courage, and patience
道徳科授業に対する若手教員の「困り感」 : アンケート調査の結果分析を通して
No full textThis study aims to identify young teachers’ concerns regarding moral education classes. Recently, the number of young teachers in elementary and junior high schools has increased, and improving their teaching skills has become the most pressing issue. The capacity of moral teaching needs to be enhanced, especially to address the problem of bullying among children. However, many teachers find it difficult to teach moral lessons. Therefore, this study identifies young teachers’ concerns regarding moral teaching; based on the results, we plan to develop a guidebook for moral education classes. A total of 46 young elementary school teachers and 90 young middle school teachers were surveyed. The results revealed that the following items had high numbers: Structure of classes (I would like to know various styles of classes). Questions (I want to know what kind of questions children think well). Development of classes (to attract children’s interest). Summary (I would like to know how to summarize without imposing teacher’s values). Response to children’s comments (I want to know how to respond to unexpected comments). Board writing (I want to know how to write on the board in a way that is easy for children to understand)
井伏鱒二『花の町』における多言語空間の語り方
No full textThis article examines a work titled "Hana no Machi" published by Masuji Ibuse in 1942. This work is set in Singapore, where Ibuse was commissioned as a member of the army press corps, and depicts six ethnic groups communicating with each other using various means, including their native languages and English. Many prior studies have pointed to Ibuse's strong interest in language behind this work, especially regarding the issue of the Japanese language, which was forced into a perilous position by contact with a different language. In light of this, the purpose of this paper is to clarify Ibuse's linguistic consciousness by examining how he depicted a multilingual space in which he was assumed to use only Japanese. The analysis yielded the following results. The first method is to carefully explain each utterance from intention to means and content through the narration of the ground text. The second method is to shift the point of view in the middle of the work to foreground only the Japanese and English utterances, while backgrounding the Malay and Chinese utterances. The third method is to use different styles of writing in conversational texts according to the speaker's origin, position, proficiency, etc., and to write the intermixture of languages
量間の演算関係を対象とした算数文章題における乗除の統合的理解ための二重三角スキーマ : Worked Exampleとしての知識モデル外在化の試み
No full text算数文章題の多くは量に関する比例場面を扱っており，一つの比例場面は6つの乗除の式として記述でき，量の計算としてそれぞ異なる意味を持つ．二重三角スキーマは，この6つの乗除関係を一つの図式で統合的に可視化する枠組みである．一つの三角スキーマは，「独立に存在しうる量である存在量二つ」と，「二つの存在量の関係として成立する一つの関係量（関係量１とする）」を各頂点に配置し，一つの乗算と二つの除算を各辺に配置する三角形で構成されており，二重三角スキーマにおいて対となるもう一つの三角形スキーマは，二つの存在量は同じで，関係量（関係量２）が関係量１に対して数が逆数で単位も逆となる．二つの三角スキーマは，二つの存在量間の辺を底辺として点対称 に配置される．これは，それぞれの関係量に対する存在量の意味が逆転している（基準量と比較量）からである．この二重三角スキーマを用いることで，等分除，包含除や，三用法，1より小さい数を用いた乗除，逆量関係にある二つの関係量，といった同一比例場面に存在する様々な乗除関係を可視的・ 統合的に説明できる．この二重三角スキーマを学習対象とする予備的実験を行ったところ，学習者がそれを活用できることを示唆する結果を得たので報告する．We propose a double triangle schema as an integrated interpretation scheme for multiplication and division in mathematical word problems with a proportional relation. Proportional relations can be expressed arithmetically as six equations. The double triangle schema consists of two pairs of triangle schemas. One triangle schema is represented by a triangle with two independently existential quantities and a relational quantity (relational quantity 1) at each vertex, and one multiplication and two division at each side. The other triangle schema is described by the same two quantities plus another quantity that is the inverse of relational quantity 1 (relational quantity 2), with one multiplication and two divisions on each side. The edge between the two quantities is the base, and the two triangular schemas are arranged pointwise so that each of the two relational quantities is a vertex relative to the base. By using this schema, various multiplications and divisions that exist in the same event, such as equal division, inclusive division, multiplication by a number less than 1, and two relational quantities in an inverse quantity relationship, can be explained visually and in an integrated manner. We have conducted an experiment using this double-triangular schema as a learning object and report the results that suggest that learners can make use of it