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Pedagogical Effectiveness of Communication Cards in an Active Learning Classroom
Full text link学生が授業からどのようなことを学んだか,どのような思いを持ったかを教師が知る手立ての一つにコミュニケーションカードがある.このカードの教育的効果については,これまで多くの分析が行われてきた.
本稿では,アクティブ・ラーニング型の授業で活用することに焦点化し,学生の書いたコメントの内容とアンケート調査の結果を分析した.その結果,アクティブ・ラーニングの授業は,自己の活動や集団の活動の経験を通して多くの気付きを与え,さらに体験から得た満足感や達成感は, 学修に対する意欲や自分を変えていこうという思いに繋がっていくということが明らかとなった.
またコミュニケーションカードは,学生に自分の考えたことを表現するという「自己決定の機会」を与えるとともに,教師がコメントに対して承認や称賛をすることにより,学生は「自己存在感」を感じ,教師と学生が「共感的人間関係を形成する」ことに繋がっていくこともわかった.
これら「自己決定の場を与える」「自己存在感を与える」「共感的人間関係を形成する」はアクティブ・ラーニングを円滑に行うための重要な「生徒指導の3つの機能」であり,コミュニケーションカードはアクティブ・ラーニングの有効な手立てとなる可能性があることが明らかとなった.Communication cards are one of the ways for teachers to know what students have learned and thought from the class. A number of analyses have been conducted on the educational effectiveness of the cards.
This paper focuses on the application of these cards in active learning-type classes, and analyzes the comments made by students and the results of a questionnaire survey. The results showed that in an active learning class, students are made aware of many things through their individual and group activities, and that the sense of satisfaction and fulfillment gained from the experience leads to a desire to learn and to change themselves.
The communication cards also give students the "opportunity for self-determination" by enabling them to express their thoughts, and when the teacher approves or praises their comments, the students feel a "sense of self-presence" and the teacher and students are connected through an "empathic relationship".
These "self-determination," "sense of self-presence," and "empathetic relationship" are "three essential functions for student guidance" required for active learning to run efficiently, and it is clear that the communication cards have the potential to be an effective tool for active learning.departmental bulletin pape
Normative attitudes towards helping among nursing students at this university
Full text link【目的】本研究は，看護学生の援助規範意識を明らかにし，その結果を学生指導に役立てる．【方法】調査内容は，箱井等の援助規範意識尺度を用いて，本大学看護学科375名に無記名質問紙法により調査を行った．期間は2021年9月～11月．分析方法は「援助規範意識」の基本統計，因子分析，学年，性別による重回帰分析を実施した．【倫理的配慮】倫理審査委員会の承認後実施した．【結果】本学生の援助規範意識について因子分析の結果，5因子が抽出され第1因子「義理人情遵守規範意識」，第2因子「自己利益優先規範意識」，第3因子「他者利益優先規範意識」，第４因子「社会正義規範意識」，第５因子「社会的責任規範意識」と命名した．【考察・結論】第１因子に義理・人情味のある様相が明らかになった．また，第１因子と第４因子の相関があり，このことから，弱い立場の人を守ろうとする社会正義の様子がうかがえ，本大学の特徴であることが分かった．Objectives The aims of this study were to ascertain normative attitudes towards helping among nursing students and to use those findings to help guide students. Methods Hakoi & Takagi’s Normative Attitudes Towards Helping Scale was used to anonymously survey 375 students in nursing at this university. The study period was from September-November 2021. Basic statistics on “normative attitudes towards helping” were collected, a factor analysis was performed, and regression analysis was performed by year in school and sex. Ethical considerations This study was conducted with the approval of the ethical review board. Results A factor analysis of students’ normative attitudes towards helping was performed, and 5 factors were identified. Factor 1 was designated Normative attitudes towards moral obligations and humanity, factor was designated Normative attitudes towards prioritizing self-interest, factor 3 was designated Normative attitudes towards prioritizing the interests of others, factor 4 was designated Normative attitudes towards social justice, and factor 5 was designated Normative attitudes towards social responsibility. Discussion & Conclusion Factor 1 revealed aspects of moral obligations and humanity. In addition, factor 1 and factor 4 were correlated, so social justice, i.e., seeking to protect the vulnerable, was evident. Results revealed that social justice was an aspect of students’ attitudes towards helping.departmental bulletin pape
Japanese concept of “diversity” and “diversity” education
Full text link東京・パラリンピックが開催された2021年前後から，テレビや新聞等で「多様性」や「ダイバーシティ」という言葉が盛んに喧伝されるようになった．しかし財界ではすでに2000年頃から「多様性」や「ダイバーシティ」が提言文書でキータームとして用いられていたし，政府関係の文書も2015年頃から用いられていた．本論文の目的は，「多様性」や「ダイバーシティ」の概念が財界関係や政府関係の文書のなかで，どのような含意を持って使われているのか，その日本的な特質を明らかにすることにある．そのために，第一にこの「多様性（diversity）」概念がいつ頃から財界（経団連や経済同友会）や教育界（とくに文科省・中央教育審議会等の政府文書）で唱えられ始めてきたのか，そして「多様性」概念がどのような文脈でまたどのような意味で用いられてきたのかを検討する．次いで，日本型「多様性の教育」の実例として「特別の教科 道徳」の教科書での事例を取り上げ，その問題点と課題を指摘する．Since around 2021, when the Tokyo Paralympics were held, the terms "diversity" have been widely and frequently used on TV and in newspapers. However, in the economic and business world, "diversity" have already been used as key terms in proposals since around 2000, and government documents have also been using them since around 2015. The purpose of this paper is to clarify the Japanese characteristics of the concepts of "diversity" and the implications of their use in documents related to economic and business world and government. To this end, we first examine when the concept of "diversity" began to be advocated in business circles, especially Japan Business Federation (Keidanren) and Japan Association of Corporate Executives (Keizai Doyukai) and in educational circles (especially in government documents such as those of the Ministry of Education and the Central Council for Education), and then examine in what context and in what sense the concept of "diversity" has been used. Next, we will take up the case of the "special subject, morality" textbook as an example of Japanese-style "diversity education," and point out its problems.departmental bulletin pape
Learning from clinical training in municipalities during the corona crisis ～Analysis of the contents of student records and consideration from interview surveys
Full text link新型コロナウイルス感染症（COVID-19）の感染拡大により大学での授業はオンライン中心で，公衆衛生看護学実習は臨地実習と学内実習の組み合わせとなった．通常ではない環境下である「学内と臨地の組み合わせ実習」を経験した学生がどのような学びを得たのか，卒業生からのインタビューで検討した．今後も，起こりうる臨地実習の困難な状況での実践能力のある保健師育成の基礎教育について示唆を得ることを目的とした．その結果，学生時代に学んだことは統合され，卒後には良かった点として，「仲間との協力で困難を乗り越えた自信」「実際に臨地に行ったこと」「社会資源の理解」「学生時代に実際に行ったこと」という4つのカテゴリに分類され，苦労した点では2つのカテゴリに分類された．その中で，通常ではない「学内と臨地の組み合わせ実習」であるからこそ学べたことは，仲間と会えないからこそ工夫しながらグループワークを行うチームワークの重要性であった．そして，結果的に困難を乗り越えた自信や仲間との協働の大切さという人間の成長を促していた．Due to the spread of the coronavirus (COVID-19), classes at the university were mainly online, and public health nursing practice was a combination of clinical practice and on-campus practice. Through interviews with graduates, we will examine what kind of learning students who have experienced "combination of on-campus and clinical training" in an unusual environment, and find out the difficult situations of clinical training that may occur in the future. The purpose of this study was to obtain suggestions for basic education for cultivating public health nurses with practical skills. As a result, I was able to integrate what I had learned during my school days. They were categorized into 4 categories, "What I actually did in the era", and 2 categories for points that I struggled with. Among them, what I was able to learn because it was an unusual ``combination of on-campus and on-site training'' was the importance of teamwork, in which group work is done while devising ideas because it is not possible to meet with peers. It encouraged the growth of human beings through self-confidence and the importance of cooperating with peers.departmental bulletin pape
Implementation of a Social Networking and Internet Addiction Prevention Program for Middle School Students Using Self-Management Skills Evaluation of Program Implementation for First-Year Students
Full text link本研究の目的は，自己管理スキルを活用した中学生のSNS及びインターネット依存予防プログラムを実施した成果を検討することである．プログラムは，1年生から3年生まで3年間継続して行う内容であり，本稿では1 年生に行なったプログラム実施の評価を報告する．
授業の成果として，生徒は授業後にネット依存に関する知識が増え，ネットを利用する上でのリスク認知が高まり，ネットゲームの利用時間を減らすという行動変容が見られた．しかし，自己管理スキルの向上は見られず，授業前後のネット依存傾向には差が見られなかった．今後は，ネット依存の低減に着目したプログラムを作成していく．さらに，ネットのルール作りやフィルタリングなどネット環境の整備について保護者に働きかけることやネット依存度が高い生徒への個別の指導用プログラムの作成を行うことが必要である．This study aimed to examine the outcomes of an SNS and Internet addiction prevention program conducted for junior high school students using self-management skills. The program is designed to continue for three years from the first to the third year, and this paper reports on the evaluation of the program conducted for the first-year students.
As a result, the students’ knowledge of Internet addiction increased due to the class, they became more aware of the risks associated with using the Internet, and reduced their amount of time spent on online games. However, they showed no improvement in self-management skills, with no difference in Internet addiction tendencies before and after the class. In the future, we will develop a program focusing on the reduction of Internet addiction. It is also necessary to encourage parents to improve their Internet environment by establishing rules for use of the Internet and using filtering systems, and to develop a guidance program for individual students with severer levels of Internet addiction.departmental bulletin pape
Factors Affecting elderly people’s Interactions and Activities on the Internet: Influence of receiving experience and helping experience when having trouble using the Internet
Full text link本研究は，高齢者がネット利用で困った時に援助を受けた経験及び援助した経験の有無，援助を受けた経験の有無，性別，年代によって，インターネットでの交流・活動量が異なるかを調査することを目的とする．このために65歳以上の高齢者1,000名を対象にWeb調査を実施した．そして，インターネットでの交流・活動量を従属変数に，ネット利用で困った時の被援助経験あるいは援助経験の有無を独立変数にマン・ホイットニー検定を行った．この結果，援助を受けた経験があると，多くの年代・性別でメールなどでの人とのやり取りの交流・活動量が有意に多かった．また，援助した経験も有る人の方が，多くの年代・性別でネットでの活動の全てにおいて交流・活動量は多かった．This study investigated whether the amount of interaction and activity on the Internet differs depending on the experience of receiving help when elderly people have trouble using the Internet, whether or not they have received assistance, whether they have received assistance, gender, and age. For this purpose, we conducted a web survey of 1,000 elderly people aged 65 and over. Mann–Whitney test was performed with the amount of interaction and activity on the Internet as the dependent variable. This resulted in the following two points 1. In many age groups and genders, those who had experience of receiving support for using the Internet had significantly more exchanges and activities through e-mails. 2. People who have experience of helping them use the Internet had more interactions and activities in all Internet activities in many age groups and genders.departmental bulletin pape