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vailability and Functions of Practical Training Room in Childcare Practice and Teaching Practice : Guidance Including Mental Support, Employment Support and Learning Support
Get PDFP(論文)保育者・教員を目指す学生にとって保育実習・教育実習は極めて重要である。実習指導の内容は実務や実技の 指導だけでなく、心理面の支援など多方面にわたる。本学では 2005 年に実習指導室が設置された。そこでは教員が 常駐して、保育所・福祉施設・幼稚園での実習に関する指導を行っている。実習指導室を訪れる学生は年に 2000 人 を超えており、実習の直前・直後はかなり混雑する。来室目的は保育所実習に関するものが最も多く、次は就職相談 である。学年別では 4 回生の来室者が最も多い。学生は、実習指導室がさまざまな実習や就職相談で役にたっている と評価している。実習指導室開設以後の 12 年間は保育・教育分野の制度改正が相次ぎ、学生の進路が多様化してい る。実習指導教員は学生への個別指導や相談支援が可能で、就職や学修全般に関するさまざまな相談に応じている。Childcare practice and teaching practice are extremely important for students who are aiming to become child care workers and teachers. The content of practical guidance covers not only practical knowledge and skills but also various aspects such as mental support. At our university, a practical training room was estab- lished in 2005. Faculty members are stationed there to provide guidance on practical training at nursery schools, welfare facilities and kindergartens. The number of students visiting the practical training room exceeds 2000 per year, and the room is quite crowded just before and after practical training. Students’ pur- pose for visiting the room is typically most related to nursery school childcare practice, followed by career guidance. Fourth year students tend to visit the most often. Students have reported that the practical training room is useful for various kinds of practical training and career consultation. In the 12 years since the estab- lishment of the practical training room, successive reforms of the childcare and education systems have taken place, and the courses of students have become more diverse. Teachers in the practical training room can provide individual guidance and consultation support to students, and thus various consultations about em- ployment and learning have been requested.departmental bulletin pape
Depicting a Protagonist’s False-belief in the Frog Story: An Investigation of Linguistic and Evaluative Strategies Used in Written and Oral Narratives
Get PDFP(論文)3 つの研究において、Frog Story の語り手が用いた語りの評価方略を心的状態語への言及に注目し て分析した。研究 1 では、書き言葉と話し言葉の 2 つのフォーマットによって産出された語りを分 析し、誤信念への言及の割合を比較したところ、書き言葉・話し言葉・話し言葉によって誤信念へ の言及は異ならないことが明らかとなった。研究 2 では、語りの直後に、語り手が主人公の誤信念 に気づいていたかを確認する質問への回答をもとめたところ、語り手は、主人公の誤信念に気付い ていたにもかかわらず、語りにおいて、明確な言語表現を用いなかったことが明らかとなった。研 究 3 では、語りにおいて主人公の誤信念への言及を行なった語り手とそうしなかった語り手の語り に用いた評価方略の比較をしたところ、誤信念を言及した語り手グループは、語り全般において、 心的状態語を頻繁に用いることが明らかとなった。This series of three studies investigates the narrators’ mental state references by linguistically de- picting the protagonist’s false-belief in the frog story. Study 1 compared the proportion of participants who made explicit false-belief references in their narratives, which were produced in written or oral formats. No dif- ference was found in the proportion of people who made explicit false-belief references between the two for- mats. Study 2 examined the participants’ awareness of the protagonist’s false-belief using a questionnaire.
An analysis of the answers to the questionnaire found that the participants were aware of the protagonist’s false-belief, and this included those that did not make an explicit false-belief reference in their narratives. Study 3 compared linguistic strategies used to narrate the frog story between those who made explicit false- belief references and those who did not, and found that people who made explicit false-belief references used sig- nificantly more evaluative strategies, such as mental state references throughout their story.departmental bulletin pape