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中学生を対象とした三角ロジック組立演習の実践利用と分析結果
No full text先行研究において，学習者に命題を提供し，根拠・理由付け・主張で構成される三角ロジックを組立てさせる論理学習システムが開発され，高校生・大学生・大学院生群を対象とした実践及び実験的利用において，演習としての有効性，学習効果があることが示唆されている．そこで本研究では，中学校にて演習システムの実践利用を行い，中学校で実践利用が可能かどうかを検証した.結果として，(1)システムの所要時間や所要手数の分析から，中学生が真剣に演習に取り組んでいることが示唆された．.また，(2)論理的思考テストスコアの分析から，本演習の実施が論理的思考の促進に有用であることが認められた．また，(3)システムについて高校生・大学生・大学院生群と遜色ない程の成績であることから，中学生もシステム利用が可能であることが分かった．.以上の結果から，中学校にて実践利用が可能であると考えている
疑問だらけの『伊勢物語』「筒井筒」 : 定番教材をどう読み解くか
No full text本稿は、令和四年七月九日（土）に開催された二〇二二年度広島大学国語国文学会研究集会（オンライン開催）において、「特別講演」として話した内容に基づいて文章化したものである
歴史研究の対象としての「東ドイツの教育」研究の教育方法学的示唆 : ドイツにおける2010年代以降の研究動向を手がかりに
No full textIm Beitrag wird die Frage untersucht, wie die „Bildung und Erziehung der DDR “ in Deutschland seit den 2010er Jahren thematisiert und erforscht wird, welche Implikationen für Erziehungswissenschaft und Pädagogik in Japan die Forschungen über DDRPädagogik in Deutschland bedienen können. Yoshida (2011) fasst die Trends der Foschung über DDR-Pädagogik bis den 2000er Jahren zusammen. Aber viele neue und kritische Forschungen über DDR-Pädagogik seit den 2010er Jahren werden in Deutschland publiziert. Nun das Thema „DDR-Pädagogik“ und „Bildung und Erziehung der DDR“ wird ein Gegenstand der erziehungswissenschaftlichen und bildungsgeschichtlichen Forschungen. Bemerkenswert sind die auf die „Bildungsgeneration“ ausgerichtete Forschung (Gruner 2022) und die Forschungen (Benecke 2022, usw.) als bildungsgeschichtlichen Forschung. Auf Grund der Forschungen wird die obene Fragen als eine didaktische Forschung untesucht
中国人中級日本語学習者における日本語文のディクテーション時の音韻保持と意味処理 : 作動記憶容量と音韻的短期記憶容量を設定した実験的検討
No full textThis study was carried out to examine the aspects of phonological retention and semantic processing during dictation of Japanese sentences by an intermediate class of Chinese students learning Japanese. In an experiment, learners’ cognitive abilities, working memory (WM) capacity and phonological short-term memory (PSTM) capacity, were set as individual factors. The results showed that: (a) Learners with larger WM capacity perform phonological retention and semantic processing of input speech information almost simultaneously, so that their reproduction based on the semantic representations formed after accessing the semantic representations, while learners with smaller WM capacity immediately reproduced the first information they perceive, so that they rely on the phonological information they have retained, (b) Regardless of the size of PSTM capacity, reproduction starts after access to the perception and morphological representation of the input speech information. but at that time, learners with larger PSTM capacity retain phonology in chunks while paying attention to the connection between words, while learners with smaller PSTM capacity retain phonology in individual word units, (c) Regardless of the size of WM capacity and PSTM capacity, “editing” is done at the reproduction stage through phonology retention and semantic processing, so it was suggested that the longer the unit of phonological and semantic information that can be retained and processed at the listening comprehension stage, the easier it is to understand the meaning of the sentence.本稿は，第33回第二言語習得研究会（JASLA）大会でのポスター発表の内容を加筆・修正したものである
Teaching-Research Nexus of Teacher Educators in Myanmar: Perceptions and Practices
No full textAlthough teaching and research are at the forefront of the multiple roles of teacher educators, studies on their interrelations remain limited. This study explores the teaching-research nexus patterns of teacher educators in Myanmar to answer the following research questions: i) How do teacher educators perceive the link between their teaching and research? and ii) How do their research practices demonstrate this link? Data were drawn from semistructured interviews with eight teacher educators working at a leading university of education in Myanmar and their research articles. Thematic analysis revealed a firm belief that research reinforces teacher educators’ teaching. Perceiving themselves as practitioners and educational researchers, they conducted their research activities to improve their teaching and develop teacher education and the field of education in general. They were satisfied with their improved practices and believed their student teachers would apply the research-based knowledge they imparted. Still, they wished their research to have a greater impact by going beyond individual-level practices to the policy level. Furthermore, the data revealed three main patterns of practices: “integrating research-based knowledge with teaching content,” “researching as a practitioner researcher and research-informed practices,” and “researching as an educational researcher.” Teacher educators’ perceptions and practices of the teaching-research nexus indicated their hybrid researcher identity as practitioner researchers and educational researchers. Overall, by adding insights drawn from research practices in a teaching-oriented education university context, this study enriches our understanding of the teaching-research nexus of teacher educators. Based on the findings, the study suggests that an association between teaching and research exists in teaching-oriented teacher education. It also offers recommendations for policymakers and individual teacher educators so that the teaching-research nexus can be strengthened
ウガンダでの学校設立において地域の宗教団体が担った役割 : カサンダ県の中等学校の事例に着目して
No full textIn Uganda, religion and education had long been inextricably linked, with education being primarily in the hands of Protestant and Catholic Christians until 1925. Gradually, the government began to take control of education, and after independence, the close relationship between education and religion was separated after the Castle Commission report in 1963. Secondary education then expanded in the 1980s, overcoming economic difficulties and political turmoil. From the perspective of institutional history, government intervention resulted in expanding secondary education, but how were schools actually established and who was responsible for this? Therefore, this paper focuses on the process of establishing a missionary secondary school in Kassanda District, Uganda, which was established in the 1980s, and aims to clarify how local religious organizations were involved in the establishment of the school. This paper first provides an overview of how school education has developed in Uganda in relation to the activities of missionaries. Next, the establishment process of the missionary A Secondary School in Kassanda District, Uganda, is described based on the School Profile, interviews with those who funded the establishment, and additional interviews conducted. Finally, some reflections are given on the role of missionary work in Ugandan education and how the connection between school and Christianity is carried over to the present day. By looking at the actual process of establishing schools, this paper reveals the contribution of community Christians to the establishment of schools and the strong connections that continue to the present day, which cannot be seen from the macro perspective of institutional history
Policy Review of Teacher Educators’ Research Engagement in Cambodia: Focus on the Context of the National Institute of Education
No full textBy reviewing a series of national education strategic plans ranging from the first version of 2001-2005 to the current version of 2019-2023, this study aims to reveal the extent to which Cambodian educational policies highlight the significance of research engagement in teacher education and provide implications for policies that support the research engagement of teacher educators in the future. While the Ministry of Education, Youth and Sport of Cambodia has recognized the significance of faculty members’ research engagement in higher education institutions since 2010, the research engagement of teacher educators, who play a vital role in shaping and implementing educational policies, remains insufficiently emphasized within the educational policy framework. Despite some national and institutional challenges, the contribution, recognition, support, and promotion of policies at all levels appear to improve teacher educators’ future research engagement. Thus, to promote teacher educators’ research engagement, it is essential that the Ministry of Education, Youth and Sport and the National Institute of Education allocate appropriate funds, improve infrastructure, and develop a clear vision, guidelines, and action plans conducive to teacher educators’ research engagement. Similarly, it is necessary for the management of the National Institute of Education to develop a strategic vision and mission for the research engagement of teacher educators so that they can contribute effectively to a knowledge-based society. Future empirical investigations are recommended to gain a deeper understanding of how policies influence teacher educators’ engagement in research. Overall, this study contributes to existing knowledge on research development for teacher education and educators and provides insights for policymakers regarding the gaps between policy and practice
外在化問題に対する保育者の認知と保育実践の関連 : 保育方法の類型化による検討
No full textThis study examined differences in early childhood education and care teachers' cognition of and responses to externalizing problems by type of ECEC methods using a person-centered approach. A questionnaire survey was administered to 628 ECEC teachers. Cluster analysis revealed that ECEC approaches could be categorized into five types. Analysis of variance found that the "child-centered group" with a high child-centered tendency and a low teacher-directed tendency had fewer negative cognitions and inappropriate responses. Furthermore, the "teacher-directed group," which was low child-centered and high teacher-directed, showed higher negative cognitions and strict responses. The "both-oriented group," which was both child-centered and teacher-directed, had both positive and negative elements in cognition and response. These findings imply that, in order to avoid inappropriate responses, both, a strong tendency towards child-centeredness and a low teacher-directed tendency are required
