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A History Education and Regional Teaching Materials in Elementary School Social Studies : In the Case of Sankin-kotai.
Get PDF本稿は、小学校社会科の歴史教育における地域教材の活用について考察するものである。まず、大学生や現職教員を対象に実施したアンケートの調査結果をもとに、小中高でなされている授業の形態や地域教材に関する教員の意識を探り、元児童・生徒である大学生たちは教科書の内容に終始した授業を嫌っており、教科書以外の情報や知識を欲していること、現在の若手教員たちにとって地域教材を開発し活用する力は必ずしも必要と考えられていないことについて述べている。次に、大和町立小野小学校において実施した参勤交代に関する地域教材を用いた授業実践の様子を紹介し、実践の結果を踏まえて地域教材の使い方について考察を加えており、「自分ごと」として「歴史」を学ぶ姿勢を身につけさせる上で地域教材の活用は有効であること、しかるに、その使い方次第では児童の「歴史」への興味・関心をかえって喪失させてしまう可能性があることについて詳述している。最後に、教材化するのに適した仙台市博物館所蔵の貴重な絵図資料について紹介している。departmental bulletin pape
On a denition of trigonometric functions via the arctangent function
Get PDF高等学校で学習する三角関数は,角度の概念を基にして定義されているが,角度というものが数学的に厳密に定義されていないため,この定義は厳密なもとは言えない.三角関数の厳密な定義については冪級数を用いるもの等,いくつかの方法が知られている.本稿においては,他の文献では見られない方法ではあるが,逆正接関数をある有理関数の原始関数として定義し,これを基にして正接関数,余弦関数,正弦関数を定義していく.そこから,加法定理や周期的拡張を含む三角関数のよく知られた諸性質を導く.departmental bulletin pape
Precise pulse shape measurement of Cherenkov light using sub-MeV electrons from Sr-90/Y-90 beta source
Get PDFThe precise spectral pulse shape from Cherenkov lights was directly measured by using sub-MeV electrons from 90Sr/90Y beta source. The observed shape was clearly different from the shape of scintillation light. The pulse rise and fall （decay） time for Cherenkov light were 0.8 ns and 2.5 ns, respectively. They were actually shorter than those times of scintillation light which were also measured by 1.6 ns and 6.5 ns, respectively. This clear Thisclearclear difference of rise time will be used for the pulse shape discrimination in order to select PMTs which receive Cherenkov lights, and the topological information due to Cherenkov light will be used for the reduction of backgrounds from 208Tl beta decay which should be major backgrounds observed around Q-value （3.35MeV）of 96Zr neutrinoless double beta decay.departmental bulletin pape
Thoughts on Japanese traditional instrument instruction at a teacher training college : One case history of teaching koto in the specialized course "Japanese traditional instruments," and another involving shamisen in unofficial study sessions
Get PDFThis article discusses the aims and methods of teaching Japanese traditional instruments at Miyagi University of Education by analyzing two different activities conducted by the authors. Students in the Music Education Department have strong backgrounds in Western classical music, but most of them have had little experience with Japanese traditional music before entering the university. The specialized course, “Japanese traditional instruments” is a required course for music education students in which co-author Daigaku teaches koto. Over 15 sessions, the students learn how to prepare the instrument and how to play, culminating in a stage performance of two short koto pieces (one from the classical repertoire and the other a contemporary work). Co-author Oshio offers unofficial study sessions on shamisen in which students learn how to hold the instrument and its plectrum, and practice on the instrument for two primary public performances: one, an open campus concert in August, about four months from the start of learning shamisen, and another, the annual end-of-class concert in the auditorium. This article looks at the corresponding, specific teaching processes, the authors’ attempts to make the classes attractive, and challenges for the future.departmental bulletin pape
Saving Analysis of Soccer Goalkeepers in University Teams in the Tohoku area. 〜 From the Difficulty of Stopping Shoots 〜
Get PDFThe purpose of this study, carried out in Tohoku Universities Soccer League 2nd Division Section B, is to divide the difficulty of stopped shoots into Easy and Hard Groups and examine their contribution to the Success or Failure of the GK in these situations. Factors will be analyzed and clarification of what GK should learn will be made.
（A）The results were summarized as follows:
₁. Shooting Time
Average time for the Easy Group was 0.83seconds while that of the Hard Group was 0.43seconds.
₂. Shooting Site
There were more “Heading” Shoots in the Hard Group than in the Easy Group.
₃. Types of Shot
The Hard Group had more “Loop” Shoots than the Easy Group.
₄. Shooting course
There were more “shoots to the far post side” in the Hard Group than in the Easy Group.
There were more “Low Shoots” in the Easy Group than in the Hard Group.
（B）What GK should learn
In the Easy Group there was a significant number of times when the position of the GK was changed during the scoring scene,so GK should learn to move to the correct position quickly while grasping their situation. In both groups there was a significant number of times when there was no ready position in the changing scene,so GKs should always be prepared to take up a position with knee joints flexed.departmental bulletin pape
What can Japanese school education do for the re-structing and creating local community and education?
Get PDF本稿では、2011年₃月11日に発生した東日本大震災によって、国民統合と選別を担う機能システムとしての学校と、地域に固有の人づくりの要求に応答しながらコミュニティの核として位置づいてきた学校という二つの側面が見直される契機が生じたことについて論じる。さらに、日本の政治的な意思決定と民主主義のあり方がどのように問われ、学校教育がどのような方向に向かっていくのか、その趨勢について論じる。さいごに、子どもの命と権利を守るために、自然災害にも、支配的な勢力と価値による統合にも対抗しうる学校教育の制度と内容をどうつくっていくべきかについて展望する。departmental bulletin pape
