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初年次の教師教育者にとって実践を「発信」することはどのような意味をもつか : 5名の教師教育者による協同的なセルフスタディを通して
No full textIn this self-study, five teacher educators, including a trio engaged in a critical friend dynamic, explored the narrating of their teacher education practices during the inaugural year as university-based teacher educators. Two of the teacher educators underwent individual interviews conducted by a critical friend, covering aspects such as background, motivation, methods, and outcomes of their narrating of practices. The interview transcripts were subjected to analysis using the SCAT (Steps for Coding and Theorization) framework, as outlined by Ohtani (2019). While both teacher educators engaged in narrating their practices, distinctions emerged in terms of their intended audiences, modalities, and objectives. One adopted an academic self-study approach, targeting primarily fellow researchers, while the other opted for a weblog format, aiming for broader accessibility, including his own students. Despite these divergences, commonalities surfaced in their shared concerns, conflicts, beliefs, and perceptions of their roles as 'young' teacher educators within university settings, motivating them to disseminate their approaches to teacher education. Motivated in part by apprehensions and uncertainties surrounding their standing within academic communities, both two teacher educators recognized tangible outcomes and benefits stemming from their narrating of practices
文淵閣四庫本《文選》音注出自明翻六臣注本考
No full textThe original edition of Wenxuan’s Notes by Six Ministers in the Wen Yuange’s Four Branches of Literature is diverse and confused. In this copy, the pronunciation annotation made by Li Shan is mostly deleted or moved into text to replace the other five minister’s pronunciation annotation. These variations started when Pan Weishi or Weide reprinted the book in the Ming Dynasty, which was later passed on by the Wu Mianxue’s Edition, Cui Kongxi’s Edition and Xu Chengwei’s Edition. According to the rectification way of phonetic notation in various editions of Wenxuan’s Notes by Six Ministers from Song and Yuan dynasties to Ming and Qing dynasties, the pronunciation annotation form of Wen Yuange’s edition is highly consistent with that of editions of Pan’s and Wu’s, yet differ from Cui’s edition and Xu’s edition. It can be considered that editions of Cui’s and Xu’s were probably based on a particular rectification by the editions of Yuanjiong, which presented as more advanced than the original text of Wen Yuange’s edition. Besides, given the relevant records such as the catalogue and textual research of Qing Dynasty and modern textual research, it’s known that the pronunciation annotation of Wen Yuange’s edition was most likely taking Wu Mianxue’s edition as its original text. To clarify this, it will not only help to deepen the understanding of the version of Wenxuan in the Ming and Qing Dynasties, but also help to make more accurately use of the Four Branches of Literature’s databases retrieval resources of Wenxuan to avoid the research errors caused by incorrect judgment of the original copy
『山上宗二記』の「十体」・「又十体」における茶湯思想の研究
No full text広島大学応用倫理学プロジェクト研究センター研究成果報告書統一テーマ：［妥協から和解へ］《Vom Kompromiß zur Versöhnung
「越境」型カリキュラムの開発と実践による学び続ける主体の育成に関する研究 : 2023年度広島大学附属校園研究推進委員会の取組と各附属校園の研究実践
No full textThis paper presents the findings of a 2023 research conducted by the co-research committee of Hiroshima University in collaboration with Hiroshima University Schools. The study focuses on the development and implementation of a boundary-crossing curriculum aimed at fostering teachers and students/children as active agents in their learning journey. Through an analysis of praxis and research reports from 11 Hiroshima University Schools, the study investigates the concept of “boundary-crossing” and its implications for educational practice. The paper then deliberates on the significance of the “boundary-crossing” curriculum, emphasizing its pedagogical value in facilitating collaboration between schools, subjects, and grade levels. The paper also underscores the need for further pedagogical inquiry into the impact of boundary crossings on students and children
知的障害を伴う自閉スペクトラム症児に対するハンドベル演奏場面での協同スキルの指導
No full text本研究では、知的障害を伴う自閉スペクトラム症児１名を対象に、ハンドベル演奏場面での協同スキルの指導を行い、その効果を検討した。「和音」「かけあい」「音階」の３つの課題を設定し、各課題に合わせて「タイミングを合わせてハンドベルを鳴らす」「進度を合わせてハンドベルを鳴らす」「相手または直前の人のベルを見てハンドベルを鳴らす」「ST と目を合わせてハンドベルを鳴らす」「曲調や周りの人に合わせて体を動かす」の計５つの標的行動が割り振られた。ベースライン期に続く介入期では、「和音」「かけあい」における二者の位置関係を横並びから向かい合って座るように変更した。加えて、「和音」にのみ強化手続きを実施した。MT は各標的行動を記入したホワイトボードを提示し、標的行動が生起した直後に対象児が好むキャラクターのシールを貼った。その結果、指導期以降の各標的行動の正反応数がベースライン期に比べて増加した。加えて、未指導のリズム等への般化が成立した。これらの結果を踏まえ、演奏場面における協同スキルの獲得及び遂行に係る要因が考察された。This study investigated the effects of training in cooperative skills in handbell performance for a child with intellectual disability and autism spectrum disorder. We implemented three tasks,“harmony tone,” “call and response,” and “musical scale.” For each task, five target behaviors were designated, including “synchronizing timing to ring handbells,” “coordinating progress in ringing handbells,” “observing the preceding person’s bell and ringing the handbell accordingly,” “making eye contact with the sub-trainer,” and “moving the body in harmony with the melody and others.” During the intervention phase, we changed the seating arrangement for the “harmony tone” and “call and response” tasks from side by side to facing each other. Additionally, we introduced reinforcement procedures only for the “harmony tone” task. The main trainer presented a whiteboard with written target behaviors and promptly rewarded the participant by placing character stickers on it that the child liked, whenever a target behavior occurred. As a result, the number of correct responses for each target behavior increased during the intervention phase over the baseline. Furthermore, generalization to untrained rhythms and other aspects was observed. Based on these results, we discuss the factors related to the acquisition and execution of cooperative skills
日中韓における児童生徒の自己決定力の向上を目的とした教員研修プログラムの開発と実践 : 中国福建省の特別支援学校教員に焦点を当てて
No full text日中韓の特別支援教育領域における自己決定指導の促進に関する共通の課題が明らかになっている。本研究では、中国の特別支援学校の教員を対象に、自己決定学習指導モデル（SDLMI）の研修プログラムを開発し、その効果をアンケート調査によって検証した。具体的には、受講者は研修の質と内容に満足感を持って、SDLMI に関する理解、自己決定指導に関する知識と技能が向上したことが示された。一方、自己決定指導の有用性と児童生徒にとっての自己決定力の必要性に関する教員の評価には変化が見られなかった。これらの結果から、日本と韓国が教員向けの質の高いSDLMI 研修プログラムを開発する際に、以下の４つの要素が不可欠であるといえる。第１に、自己決定の定義を明確に説明すること、第２に、SDLMI とその背後にある理論を説明すること、第３に、児童生徒の状況に合わせてSDLMI の指導を調整する方法を提供すること、第４に、児童生徒の変容を評価する方法を提供すること、である。Common challenges related to promoting self-determination instruction have been identified in the field of special education in Japan, China, and South Korea. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) designed for Chinese educators. Its effectiveness was examined through a questionnaire survey. The results indicated that educators had positive perceptions of the training and showed improvements in knowledge and skills related to self-determination. However, there was no significant change in educators’ evaluations of the efficacy of self-determination instruction and the utility of self-determination for students. Based on these results, four essential elements were identified when developing high-quality SDLMI training programs for educators in Japan and Korea. Firstly, it is crucial to provide a clear definition of self-determination. Secondly, an explanation of SDLMI and the underlying theory should be included. Thirdly, methods for adapting SDLMI instruction to student’ specific needs should be offered. Fourthly, a method for evaluating students’ transformation should be provided