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    The Prince of Fu, Emperor Hongguang's Selection of Consorts (1)

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    This article examines the selection of consorts by the Prince of Fu, Emperor Hongguang. Until now, it has been said that the emperor had been a debauched individual constantly involved in the selection of numerous consort candidates in search of a woman to his liking. However, it has been revealed that this characterization of the emperor is false and that he was not involved in the selection of consorts

    The Rhine River(Fluß der Rhein) : touristic and navigable significations

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    Differences in Immersion and Intention to Visit through VR Tourism Between With and Without Music

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    By using a VR video of a theme park’s attraction, this study aimed to examine differences in (a) immersion in VR tourism and (b) changes of intention to visit before and after VR tourism experience between with and without music. Fortynine undergraduate students experienced the VR tourism and 43 participants provided usable data for pre- and postquestionnaire surveys. Based on the results of data analyses, Hypothesis 1 “participants who experienced the VR tourism with music would have a higher level of immersion than those who experienced the VR tourism without music” was rejected. Conversely, Hypothesis 2 “participants who experienced the VR tourism with music would increase a level of intention to visit the theme park, whereas those who experienced the VR tourism without music would not change a level of intention” was supported. These results were discussed in light of VR tourism promotion after the COVID-19 pandemic

    近世布引村の開発と和歌浦湾東部の景観

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    家庭科における『探究』の姿を引き出す指導について : 課題を見出し,既習学習を活用するための単元構成の工夫

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    家庭科において子どもたちが『探究』する姿を引き出すためには,子どもたち一人一人の生活に沿った課題に対し,自発的に家庭科における見方・考え方を働かせられることが必要であると考えた。課題を子どもたちの生活に沿わせ自分事にするためには,子どもたちが現在の生活から課題を発見し,自分自身の価値観に照らし合わせ課題解決をすることが必要である。そこで,主体の姿を引き出すために子どもにとって身近であり一人一人が用意している防災袋を題材として設定した。また,避難所での生活場面を焦点化し,体験・実験,考察する授業を第1次に設定し,第2 次では既習の知識・技能を活用して防災袋の中身について子どもたち自身が問題を発見,課題を設定・解決する単元構成をしかけとした。実践をとおして,防災袋を題材として取り扱い一人一人が内容の見直しを行うしかけから,子どもの主体の姿を生み出すことができた。また,体験・実験,考察する活動を設定する単元構成のしかけから,子どもが生活の営みに係る見方・考え方を働かせ防災袋の課題を発見し,既習の知識・技能を活用し課題を解決する姿につながった

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