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子どもが『探究』する体育科の授業づくり : 子どもの５つの姿を豊かにする「しかけ」
Get PDF子どもが『探究』する体育科の授業づくりを実現するために，体育科の授業場面において，「やりたくなる」「かかわる」「わかる」「できる」「ふりかえる」の５つの子どもの姿を豊かにすることができる「しかけ」を考え，第５学年「フライング・ディスク」，第５・６学年（複式）「マイペースランニング」の実践を行った。また，「しかけ」を考える際には，子どもの実態把握を大切にし，子どもの実態に応じた「しかけ」を行うことができるようにした。その結果，教材選定を含む教師の様々な手立てと実態が合致した際には，『探究』する子どもの姿を引き出すことができることが明らかになった。適切な「しかけ」を施し，子どもが『探究』する授業を実現するには， 子どもの実態把握，めざす子どもの姿を明らかにすることはもちろん，その上で「活動時間の確保」や「人的環境を整える」ことが極めて重要であることが明らかになった。しかし，これらのしかけは，子どもが『探究』するための必要条件であり，十分条件を満たすようなしかけが求められる
「かつて地中に葬られ、忘れられていた巨人が動き出す」 : 『忘れられた巨人』を「ダブルクロス・メタファー」として書くイシグロの語りの技法
No full textKazuo Ishiguro’s The Buried Giant (2015) has been considered a radical departure from his previous six novels in two respects: first, the use of fantastical or legendary motifs drawn from Arthurian literature or fantasy novels, and second, the use of a third-person narrator. However, previous studies have only focused on the first aspect and ignored the second one, or Ishiguro’s narrative techniques. This study explores the two experiments in The Buried Giant in order to demonstrate how they are employed by Ishiguro to address the novel’s themes, such as memories, forgetting, and traumas of an individual and a community, as well as to write the novel as a “double-cross metaphor,” which is a means to pretend “it [is] a metaphor for something else when it [is] actually the thing it actually was.” While the novel focuses on a historical fact, namely strained relations between the Britons and Saxons, Ishiguro dilutes the historical concreteness of medieval Britain with supernatural elements, which allows the novel to be read metaphorically as a fable about strife between ethnic, religious, or national communities in the contemporary world. It can also be interpreted literally as part of Britain’s long history, even though it is an alternative history of a fantastical Britain peopled by dragons. This alternative British history echoes the actual history of cross-ethnic and cross-cultural encounters in the country, which encourages Ishiguro’s readers, especially his British readers, to realize the fallacy of believing that their country had been a homogeneous entity before it was flooded by immigrants
The Legitimacy of the Early Qing from the Perspective of Confucian Political History
No full textWith the Kanxi emperor as the focus, this paper seeks to examine wherein the Qing dynasty derived its legitimacy to rule China. First, during the reign of the Shunzhi emperor, no clear account was provided of its legitimacy to rule China. During Kanxi’s subsequent reign it was decided to position the Qing dynasty in the context of traditional theories of legitimacy, and thus secure legitimacy for the dynasty. However, Kanxi’s plan was frustrated before it had been executed. Finally, the Yongzheng emperor identified receipt of the absolute authority of “heaven’s mandate” (tianming) as underpinning the legitimacy of the Qing dynasty, and thus provided a formulaic conclusion to the matter. The paper also investigates how, in the process leading to this final conclusion, various officials affiliated with “dao learning” (daoxue) brought forth theories of legitimacy that accorded with Kanxi’s views while combining these theories with new political ideas that had been developed
