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Development of Teaching Material on the Machine and Metal Working Section in the Department of Technology Education
No full text奈良教育大学に新規に導入された普通旋盤、卓上立て型フライス盤、NC フライス盤の加工機械に注目し、機械加工技術と金属加工技術の理論、および機械操作と加工法を教授する教材を開発した。教材は「穴基準はめあい方式による、すきまばめ部品の製作」、「Al 合金製サイコロの製作」、「刻印入り黄銅製文鎮の製作」であり、これらは学生へ機械加工、金属加工技術の理解を深めるのに適しており、加えて中学校技術・家庭科技術分野と高等学校工業の教育現場での教材開発にも繋がる可能性が示唆された。departmental bulletin pape
The effects of Encoding based on Hierarchical Structure of Needs on Incidental Memory
No full textThirty participants were asked to rate objects in terms of their importance to survive (survival encoding), their importance in being close to others (friendship encoding), or their pleasantness (pleasantness encoding) in an orienting task, followed by an unexpected recall test. Survival and friendship encoding led to better recall performance for all words than pleasantness encoding, but no difference between the former two encodings was observed. For objects rated as more important, survival encoding led to better recall than friendship encoding. These results suggest the importance of survival encoding (Nairne et al., 2007), and the possibility of that encoding based on the hierarchical structure of needs (Maslow, 1962) is critical in determining the effectiveness of elaboration in facilitating recall.偶発記憶に及ぼす欲求階層構造に基づく符号化の効果 【日本語要旨】本研究は, Maslow（1962）による欲求階層構造に対応して偶発記憶成績が規定されるか否かを検討した。30名の参加者は，小冊子によって記銘リストが提示され，各ページに印刷された語（漢字1字）が示す対象に対して，生存欲求処理条件では「生きるために必要ですか？」，親和欲求処理条件では「人と親しくなるために必要ですか？」，快－不快処理条件では「どんな印象ですか？」に対して6段階評定（生存及び親和条件では，とても必要～全く必要でない；快－不快条件では良い感じ～嫌な感じ）で該当する数字を選択していった。このような方向づけ課題を行った後，挿入課題を行い，その後に偶発自由再生テストを実施した。その結果，全体の再生率においては生存欲求処理条件と親和欲求処理条件が快－不快処理条件よりも再生率が高かったが，生存欲求処理と親和欲求処理条件間に差はなかった。また，評定値が5及び6であった語（有効な精緻化がなされた語）の再生率においては，生存欲求処理条件が親和欲求処理条件よりも再生率が高かったが，他の条件間に差はなかった。これらの結果は，Nairneら（2007）が提唱するサバイバル処理（本研究における生存欲求処理）による符号化の有効性を示唆するとともに，Maslow（1962）の欲求階層構造に対応して記憶成績が規定される可能性を示唆した。departmental bulletin pape
Spacing effects by Implicit Associative Response in Incidental Memory
No full textTargets elicited an implicit associative response (IAR). For example, a target (e.g. dog) elicited an implicit associative response (e.g., cat) was presented and its target corresponded to IAR (e.g., cat) was presented in the orienting list. In case mentioned above, "cat" occurred as an IAR and then "cat" was presented as a target, therefore "cat" was presented twice (as IAR and as a target). If IAR occurred the spacing effect (the superiority of the spaced presentation to the massed presentation in recall performance), it is predicted that the interval between the first presentation of IAR and the second presentation of a target would lead to better recall of targets than no interval between the two. The purpose of the present study was to examine the above prediction. In Experiment I, participants were presented with associated words on two occasions (e.g., dog, cat), and were asked each time to rate the degree of congruity between a target and the corresponding category label (e.g., animal) by 6-point rating scale in orienting lists of booklets, followed by incidental free recall tests. The results was consistent with the prediction, indicated the spacing effects occurred in the above case. However, it is possible that the category label mediated the spacing effect of the above case, because each category label was presented twice. In Experiment II, participants were presented with the words on two occasions, and were asked each time to do free association from each target presented by power-point slides, followed by incidental free recall tests. The result indicated that the spaced presentation led to better recall than the massed presentation, and the replicated the spacing effects in the case mentioned above. The present study newly indicated the spacing effect occurs in case that the first presentation as IAR of a target and the second presentation as a target itself.departmental bulletin pape
Community-Based Professional Sport and Social Capital
No full text"Sport deepens the bonds of local inhabitants, produces a local sense of unity, and contributes to the formation of social capital," that is written down in Sports Nation Strategy devised in Ministry of Education, Culture, Sports, Science and Technology in 2010. Some preceding studies about sport and social capital argue that sports spectating may cause social capital. The purpose of this paper is to clarify the relevancy of the frequency of stadium attendance and the membership of supporters' club to social capital, and to compare the social capital of spectators of a club in the Japan Professional Football League (J League) with that of a club in the Japan Football League (JFL), and clarify the difference. The survey is composed of 9 items as components of social capital regarding networks, reciprocity norms (community activities) and trust. The quantitative data was collected through questionnaires distributed to 334 people (326 effective answers) who were at the home game of Matsumoto Yamaga FC which was one of the clubs in the Japan Professional Football League (J League). In order to compare the J League club, the another data was collected through questionnaires distributed to 288 people (269 effective answers) who were at the home game of Nara Club which belonged to Japan Football League (JFL). As a result, the frequency of stadium attendance had no relevancy to all the 9 items of social capital. The spectators who belonged to the supporters' club scored the higher marks of community activities in social capital than the spectators who didn't belong to it. The spectators of Matsumoto Yamaga FC had the higher score about the interaction with neighbors in social capital than those of Nara Club.departmental bulletin pape
Current Status of Lunch Delivery Provider for After-School Care and Problem of Business Continuation in Nara Commune
No full textIn this study, we aimed at a business of lunch delivery for an after-school care in the NARA commune. It was investigated in the NARA commune, the conference of after-school care and the providers of box lunch delivery to understand about the business. We considered problems for business continuation from the survey result. It was found out that a problem in the lunch menu and a related problem are different in depending on a type of providers. They were caused by the number of box lunches which providers make. The provider which makes a lot of box lunches was able to offer the menu in which a nutrition for children was considered, but the provider was not good at improvement on the menu. And it took cooking time long, so the provider was sensitive to the order-accepting time. On the other hand, the provider which made a little number of box lunches was able to offer the menu in which the children's needs were well considered. But the provider had problem about the small number of staffs who cook and deliver the box lunch. And the biggest problem for all providers was little of the profit. This problem complicates the business continuation. It is required to support for guardian by the business. For it, the commune is necessary to reconsider the business condition and price to the providers and also to the use of IT (Information Technology) system in accepting the order.departmental bulletin pape
Instruction of Reading by comparing two Stories with Teaching Materials Students have already learned - Throughout stories of “Umi-no-inochi” and “Swimmy” -
No full text従来、比べ読みは教科書掲載の主教材の学習後、発展課題として副教材が扱われるような「発展型比べ読み」が多かった。しかし、発展型比べ読みは授業難易度が高くなるため成績下位群の児童には苦痛であったり、授業時間が肥大化したりといった課題があった。そこで本研究では副教材を学習した後に主教材を行う「前行型比べ読み」を実践する。副教材を既習教材にすることで系統性を担保し、比べ読みの課題であった授業時間の肥大化の解消をねらった。実践では小学校第６学年を対象に『スイミー』と『海のいのち』を比べ読みさせた。テストの学級平均点は98.9点で、全ての児童が全国平均点の86点を超える等、一定の学習効果が見られた。授業後に行った調査の「『スイミー』と『海のいのち』を比べることで授業は分かりやすくなったと思いますか」の問いには83％の児童が「分かりやすかった」と回答しており、前行型比べ読みが学習の助けになることが示唆された。departmental bulletin pape
A Study on Elementary School English Classes to Enhance Students’ Willingness to Communicate through Blended Learning - With a Focus on the Development of “Sociolinguistic Competence” and “Strategic Competence” -
No full text2020年度から小学校外国語科が本格実施されるが、小学校現場には課題が山積している。その一つとして、コミュニケーション能力の４つの要素（Canale 1983）のうち、これまで歌やゲームを扱いながら英語の音声や表現に慣れ親しむ活動（「文法能力」）に重点を置く指導が多くなされ、コミュニケーション能力の総合的な育成に意を用いてこなかったため、児童に自信をもってやりとりさせるに至っていなかったことに着目した。本研究ではブレンディッド・ラーニングを取り入れ、「社会言語能力」「方略的能力」を意識させる授業実践を小学校６年生の１単元で行ったところ、児童のパフォーマンスの相手意識をもってコミュニケーションする力や、非言語的な手段で効果的にコミュニケーションする力が向上し、外国語不安の軽減、コミュニケーション意欲の向上が見られた。departmental bulletin pape
Action Research for Grade Teachers’ Lesson Study in Busy Elementary School Education - Through Vaulting Box Exercise for ５th Grade Elementary School Students in P.E. -
No full text学校が抱える様々な課題に対して学び続ける教員が、さらには若手教員を含めた協働的な学びにより学校の組織力を高めることが求められている。このような課題に対し、若手教員と中堅・ベテラン教員の協働的な学びや１単元中に複数回の協議を行うという特徴をもつ小学校学年集団における授業研究の手法を用いて実践研究を行った。本研究では、授業研究に対して指摘される課題のうち、特に「多忙さ」に着目しながら、これまでに作成したモデルとツールが有効に機能するのか、アクションリサーチの手法を用いて検討した。その結果、授業改善、児童の学び、教員の学び、が授業研究において確認され、学年集団における授業研究が一定程度有効であったことが確認された。モデルとツールは学年集団の多忙さといった状況や要望に合わせて重要な要素を残しながら修正しながら用いた。そうした活用の状況からモデルとツールが一定程度有効であったと確認された。departmental bulletin pape
Evaluation of Usefulness of Matrix to Design Science Lessons - Through Two Practices “Laws of the Pendulum” “Wonder of the electromagnet” for 5th Graders -
No full text小学校理科において、問題解決の能力を中心とした資質・能力を育成するためには、学習者が学習課題を自分事として捉え、主体的に問題解決に取り組む授業が求められる。そこで筆者は、学習者の自分事の問題解決を促進する授業について考えるためのツール「理科授業設計マトリックス」（浪越, 2018）を開発した。本研究は、筆者がそれを活用して授業実践を行い、その効果を検証する探索的研究の１事例である。５年生単元「ふりこのきまり」「電磁石のふしぎ」において実践を行い、質問紙調査の結果を定量的に分析した結果、理科授業設計マトリックスが、自分事の問題解決を目指す授業に役立つことが分かった。departmental bulletin pape
Teaching Practice in "Artistic Expression in Early Childhood" with the Aimed at Realistic Understanding about Materials for Children’s Modeling Activity: Focusing on “Dried drawing” Using Japanese Paper and Glue
No full text幼児の造形活動において、素材が果たす役割は重要であると考える。本研究は、「保育内容の指導法」における実践的な題材を扱った授業実践を通して、受講者が素材を実感的に理解するための方法を明らかにすることを目的としている。レッジョ・エミリア市の幼児教育実践等を概観することによって、素材先行の活動の意義を明確にした上で「保育内容の指導法」において紙を扱った素材体験（「Dried drawing」の技法を含む）を通した指導を行った。事後に収集した受講生による自由記述の分析からは、紙についての素材理解にとどまらない幅広い「素材に関する見方・考え方」の習得が示唆された。departmental bulletin pape