Hiroshima Associated Repository Portal

Senses and Uses of 'kishirohu' in the Heian and the Kamakura eras —Through a comparison of 'kihohu' and 'arasohu'—土居,裕美子

???????????「????」??????????「???」「????」?????????????????????「????」?、???『??????』???????? ?????? ???????????????????????、「?????〈????。????????、???、???、?、?????、?????ゃ ????????っ?????? ? ? ? 〈、 、????、????、ゃ????? 〈???????、?〈? 」?、、????? ????????????????????、 ????ょ??????????????????。????????『?????』????????「?? ????? ? 」 ? ?? ?????????土裕美居子記?らう』↓れににて、し「h雪。しーろ缶土E思し智λ 個ふ T~ m は位、に鎌官偽るf( 1隆成争立をと裂いすわ麗れとるし『 て名用語い一-1一定如何??? ?セリ????????コラョ?????、???????????????????〈、???????????「???」????????、??「?、??」???、????????????????? 。 ?『???』???〈????「????」? ?????、??????? 、? ? ?「????」?〈??〉????????????、???????】??? 。 ???、?? 、?????????「?? 」 、 ? 「??」「 」???。? 、?????「????」?、??????????????っ?????????。??????????「????」????????、????、????????〈????????、?????????????????????、????????????、??????????、「???????? ????『???????、????????、????????「?????????」、???????????????。「??豊富鈴虫??」?、??????????? ????????? ? ? 。?? 、「?????」??????、「?????」「??????」?????????????????????、 ???? ??、「??? 」「 ? 、??????????、????????????? 、 ?????、? ???????????????。巻?????重『????』????????????????っ??????、『????』?????????っ? 、 ? っ ??〈???????????「????」?????????????、?? 『???????????????????????? ?『????』???????、???????????????、?〈??????、?????????????????????、??????????? 。?、???? ???????「??????」??????? ???、??? ? ?『???????????????????????????????? ????????????????-2-と「あらそふ」「l!I 4ト」の庖で説明されてL、-aる‘F 』れらの孟」働圭平μι 七ら)??忽本め稿、で比は敏 「のき対ほ象ふと」~ そあ周 PL、、る土・一Eを， ~ 子きるτL. . ふ」の霊箆であると??????????????「」????、??????、??????、??????????????????? ???????。「???」「?? 」 ? ?2十ti や君iEa霊霊童草s書宮喜室iE喜語子喜EE品15 2 1 5 1 6 単 き22 s 1 1 1 2 S使 L ろ2 1 1 4局 Jト14 1 1 7 4 I 単 き. 25 12 1 1 3 7 1 程提 8掌511 1 3 名. z7 1 1 5 2 15 1 1 1単 あ52 12 1 2 8 1 復 らそ13 2 1 2 9 名 ふ??「????」??????????????。??????????「?」???「????」????????????。???? 、 ??????、 〈???、??????????????????????、????? ? ????????????? 「 ?? ? ??????? 、???????????? ????????「???????????????????。??? ????????」????????????『????』???、???????????????? ????????、「??????」???????。 ??????? ?、???????、??????園鶴下????? ??????????????????????? 。??、 ????????????、?????????? ? 、「 」 「 ???」?????????????????、??????????? ??? 、??? 。一 3-???? ????、???????????。?? ?????????、?????????????????? 、 ? ????ぇ、 ????????匂宮?「????????????????? ???、????????????????、??? ?????????????、?? ??????。、???、?????? 〈 」?????少女????、???????、?? ? 、 ???、? ??、????、?? ?〈????????????????????、???『??????』?????????、???『????』????〈????。?????『?????』??、? ? ????????????????「? ?????、???????????????、???????????、?????、????、????????ままj宮ひひ5ふL のtかだきlげしか{のてり}ほっにJどかき|にうし|なまろ|るつひlらて， 8 賞、のイ か:ま22i t .2 .t~ 5-5Fし;っとてかT42 主若長tiz i ff初ifの・歓三すす‘}???」??? ?、???????????????。。??、???????? ? ? ?〈???っ?????? ? 、 ?『????」?、????????????? 、 ????? ???? 、 ? 〈?????? 、「 」 「 、?」「?????」????、??????、?????っ????? 。??、「???」「????」????????????っ???????? 。? 「 」ま修飾?????人( 5 事后さま?????????????????、????????????????????? ??、????????????〈?????????????。???「?」???「???」???????????、???????? ? 、「 」「 」 ? ?????? ? ? 。4 ?????????、???????????? ?????????????????〈????? ??? ???? ??〈????? ?、??????????????、? ??、????????????事野本。??????? 、「? 、??? ???????????、 ????????????、?? ? ?〈、? ??? 」???。??????????、??? っ 、。?????????? ? 〈 。 ? 、? 】???? 〈? ? ? ?????????????、?「?????、???????????????????????、?????????????????????、???? ???????、??????????????」??????????。???? ???????????????????。???? ? ? ? ? ??? ????〈、???????、?????????? っ?、? ???? 。 ?、「????」??? ? ?「?」???、???????????? ? 。??????????????? ? ??、「??????????」 、????」? 。 ? 「?? ? ?。?????? 、???? ? ? 〈???????????????」???????っ?????? ? ? ? ? ?繍笛??????????????????????????????、?????? ???????????「????????」????? 。??????????、???????????????、?????????? ? 。「?」??????????????????????。???「????????????????????????????? ? ?」?????「? ? ?????????????、??? ??????????????????????????? ???????」????????源氏語鈴虫?「??????????????????」「??????、?????????、?????、?????????????? ?」 「???????????」?、???????????????、???????????????????????。????一 5-?「????????? 』??????、???????「???」??????っ??????????????。『????』???、?、??????????、?????? ?????? 。 ?「???」? ?????、??????????? ?、?っ?????????? ー、? ?????? 、。 、 ????????????、?????、??????? ?。 ? ?「?」? ????、???????????????????。?????気色???????????????立つ????????????「?????????????????????????????????、???????????????????、????????????????? 。??「?? 」 、「 ?』「???」????????????〈、 、 、『????』???????????????????、「????」「 」? 〈 「 」 っ ????????? 、 っ?「??????、????? ????、????????????????????????、????? 、 ????』????っ?? ???????????、????????????????「???E ????????????」?????????????????? ??????????、???? 」?、????????E ??????「????」?????????????????????????????????【 ? 》??????????????????? ????「????」?、「???」??????〈????〈?????????。? ? ????「? 」????????????????????????????????? ????? ? 、????????????????????。????????????? 、????????????????????????? ???????? ??????????????????????????????????「 、 」 、??? ????????????????。?? ? 、-6-????????????????????????????????????、??? 、?? ?????????????? ??????????????、??????????????、????、????、????? ? ??????、??????????? ????????、 ???????????絵合???????????????? 「 」 、????????????????????』????、???????????????????????????????、?????????????、????????????? ?????????????????????〈???????、???????〈?????、????? ? 、 ??????????? ? 、? ? 、?????、???〈??????????〈??????????????????????、?「???????」??????????????、『?』??????????、??????、?? ? 、 ? ?????。??「 ?」「 」 っ 、??? 。????'" 地思ひu ?っ???????????????????、「????」?、「????」「???」????、??????? ?? 〈 ? ?、??????? ??????????????????????。??、??????????「????」「???」「????」?????????????????。『???????』?「??? 』???????????????????????????????「???」?、???????????????????????????、????????? ??????、「 ????????????????????? ????。「 」 、「 」「 ??」???? ???????、????????????? ?????????。「???」?、?????????????? ?、「????」?、一-7ーー?? ?? ?? 。 ????? ?っ 、 ? 、「??』????????????、???????????????? 。桜??????????? 、 。??????? ?? 、??? 。????「 」 、?「?????????、??????????っ ??? 。源喜????あそJらb ほきJろきしL . 後 l前 後 l前 後;前項項 項項 項項主占 思 tを+思? 手1恩「か自 g 〈l' わまき むおとLl 争ひl へ4捻る 2 出そづl 定め幽づE 占 鰻むl号λ る1 ?むそ2 取骸iか 品っ a度?????????????、「????」????、??????????????〈????〈、???????????????、???????〈????????????????????????????? ? 。 「?」??????、????? ???、???? 。望書維本???? ? ? ??????〈????霊????、??????????????????????????????? 。?????????、「?????」?????????????、 ? ????????。????、??? 、 ?? ?????? 、???、『????????????」????????????鈴虫?、??????っ? ???? ?????????? ? ??????? ? 、一 8一?「????」??? ??????、 ? ????。?????????????、?〈?????????????????、? ? ?『?、?????、??????? 、。??〈? ????????巻?、?????? ??????? ??? 、????????????? 。?????????? ?????、??????????? ???????。源氏富ま?、?????? ? っ 〈?、???? っ 〈?????????。??????、???????????????? 、 ? ? っ????????????「?????????????「????」??????「????????」??????? ????????????っ?〈 ?。??、?? ????【??、???????ャ ??????】?????????????????????????????????????????? ? ? ー ，????????????????????????????????????? ?義革??????????書???????????????????問z 打閣集???発車????? ??? ?? ???????????????????????????オミ鋭富「???? ????」??????????????????、竹H R E' 自水.鈍今3E Bii  無1:ずたと +六夜包 ; うラ長t 2 1 単ebF 》5 311 1 1鉱L ろ名ふ511 1 1 l 1 単き~jl9 1313 1 ， 2 1 1 1 1 1 '"ほう》1t 2 1 1 名ふ72" 4fl523 2 . ， 1 1 1 123 115 1 111 3 1 ，単• 97 1412 1 '" 2 2 2 l 1 彼 らb 3 そII 111 212 1 2 1 1名 ふ一 9一「????」???????。?????????????????。? ???』??????????』、????、???????????????。??????????????????????????、??????????????????????????????????、???????????????????、?????? 。????????????、「???????????、??????????? ?。 」???、??????????〈、????????、???????????? ?。〈????????????????、??????????????、????????、、??? ???、? ??????? ??? 。???????????? ??? 、 ? 〈???????【??】?? ? 〈きる。〈?????『????』???、『????』??????????「?????????????????????」???????。?、??????????????っ????????、?????????、??????????????? ?????????。????????、??????『??????』? ? ? 、『??』??????。?????〈?????????????????????、? 、??????、?????????ゃ???????。??????????????????????、????〈????????、?〈??????????????、????????????????????????? ?、????????富??????『??????』『??』?、??????? ? ?? ???????????、????? ? ?????????????????、『????』 「???????」??????? ? 、??? 、「 」??? ??、????? ? 、????? 。ーや10-??、「???」「?? 」 ??????? っ ???? 。 、「 」???????、? ? ?????「?」? っ ?? ? 、?????????????????????????????????? ? ? ? ? ?? ? ? ???????????????〈???????????「???、???????、??????????」????、 ??????????????? ???? ? ? ? 、?〈 ??????????????????????、????????????????????。?????、??????、 ? ???????????〈、???????????〈??? 、??????????〈、??、?、????? ???????????????、??????、??????????。?????? ????〈? ?????????徒華???????、????????? 、? ????、???????????〈 、??、??????????????? ?? ? 、? ????????。??????????、??????? ??????????? ? 、 、 ?????? 、??????????、?????????????????????????????????ゃ?? ?、?????????????????????????? ????????増鋭?????????????、?????。?????????????????、?? ? ? 、 ??〈? 、 ? 〈???????員需な和る文章とはが鏑伺かえれる=る昭富の内容" 異t，る主背録に甑の用法「????」????????????????????? ???????? ? 。 ? ???????一-11一??????????????????、? ???????? 、????????????、???〈?????????。????????????、???????』?。?????、?????? 、 ? ??????????巻??????、????? ????????????????????????????????? ????????????????????????。??????????〈???????????。????????????ゃ????、?? ?? ????????????????????????????〈??????????????????????????????????っ???????、 ?「?」??っ??????????。???????????????????、??????????、????????????????????、????????? ????? 。???????????????? 、????? ?????????????????????〈???七段????? 、????????????????、??????????????????、「????」?、 ?????????? ??????????????? ?《???「??」 〈 ? 。??、??????????「 」 、「 」「????」? ?? ??。????? 」「 」 、??ゥ?、???????????ャ??????、???????????????? っ ???????????????、「????」 ???????? 、?????????????????、???《???????????「????」??????、???????????????四?????????? ???????????????「????」?、??????????、?????????????????、??? ??っ ?-12ー?? ??????? ?、「 ?? 、??っ ? っ 。????????????????? ??、????????????? 、 。「?? 」???、?????????〈、????????? ??????、???????????????「???」「????」?、???????????????????????? 、???????、???????????????????「????」 、???? ????っ??????????????、??????????「????」????????????? 、 ? 、??、????、「????」???????????? 。 、?? 〈 っ 。 、?? 、???? ?ー?? ??? 、?ャ 、「 」?? ? ? ?「 ?? 」 、「 』「????」???????????????????????????? ????。「 」 、 ャ 、?? ?っ???? 、 ??????? ?? 。??????????????『? ??』?????????????? ?????????『?????』??「??『??』????「???」?????????「?」? ?「????」??」????『???????』??「『 ??』?????「?」??????、『?????????』????」??????????? ? ? ????『??????』??????、??? ??「????????????????????????????、 ???? ? ? ?????。???????????? ? ? ? ? ? ??? 」 ? ? ? ? ? ? ???? ?????? ? 」 ? ? ? ? ?? ??? 『???? ?』???????????????????? ? ? ???? ????? ?? ??????????????????『?????』?「?」?? ? ???????????」「 ?? 」 「?????????????????????? ??????????????????????????????? ????????????????????????? ???? ??????????????????????? ???????【? ??『 ?????』???????????????????『「?????」?????』?????????????????? 『??』???????????? ??『???????? ?? ? ? ? ?』???? ?『????一-13-???????』?????????????????????????』??????????????????????『??????』?????????????????、?????????????????????????????????????????????????『????? ? ??『? ?? ? ?????』????? ?? ??????????????? ?『???? ????』???????????????『????』?????????????????〔???『??????????』????? ???? ????〈???? ? 、 〈??? ? ?? ?????????? ? 、 ?????????????????? ???? 「 」 ? 、 「 ?」「???」? ? ?????????????『???』??? ?????????? ???????????????????????????、??????〈、??????っ???????????〈????????????????、????? ???????????『?????』??????????? ???????????????????〔????????? ????????????????????? ??、? ???『??????』?? ??????、?????????????????????????? ????????、?????? ?????????????????????????????????????????? ?「????」?? ? っ ?????????、「 ? ? 」 「 ? ?????????????????????「????????????????」「???????」????????? 、「 』 「?????」???「???」??? 「 」 ??」??????????????????????? ?『??????』??????【?????????????????? ?????????????????????? ????? ????????『?????????????????。????????????『??????』《???????????????『?????? ?』????????????????『??????』?????????????? ?『?? ????? 』 ??? ??? ??????????? ??? ??? ?『??? ????』【????????》????『??????????????????????????14 ???????】??????? ?????????』??????? ??? ?『????????????』??????????????????『???????????????』????????????????????????????『??????????』??????????????????『???????????』?????????????ー ? ? ??????』?????????????????????『?????????』????????》????『?????? 』??????】??????????????????』【?????????????????????? ?』????????】???『?????????』【???????【?????『????、『????』????????????? ? ??????????、? 「 」 ? 』 ? ?????? ??????? 、?? 、 、???? ? ? ??????? ????????、、?????????????? ??? ????〈、「????」??????????????????、 、 、???????????? ?????????? ???????? ? ???? ? ??一 15-

平安・鎌倉時代における「きしろふ」の意味用法について —「きほふ」「あらそふ」との比較を通して—

Semantic Usages of 'mauku' and 'kamafu' In the Heian and Kamakura eras土居,裕美子

??????????「???」??????????????????「??っ?」「???」???、〔?????〕??????????????????????、???????????「 ??」??????「??〈」「???」?????? 、 ??????? ?????????「????????????????? ??、?????????????????」?????????????、 ? ?? ? ??、 ? ???? ? ? ? ? ????〈??????、???????、????????? ? 、 、 ?????、?????? 、 、 ????? 。?????「???」?????土居?????、?????????????????????????「??〈」???????????。??? ? ?????? ??????????、????????????13 ????? ? ? ? ????????「 ??」「???」????、??????????????? ????? 、 ?????〈????????????????。??????????????????? ???????????????? ?????????、??????????? ???、? ????????? ???? 「 」「???」?????????????????????????、?、『???????』〈????????〔???????〈〔???〕???????????????????????????????〈????っ????????。????、??。もヲ?? ? 、 ? ??????????、? 、 ???。? 、????? 。 、? ? ? ? 。???????。??、??? ? ? ?。???。?? ? ? 。????。??? ? 。 。???? ???? ? ?????。 ????????????????????????? ? 。?、???。???? 。?????????????? ? 。 ? 〈 。 ??? ? 〈。?? 。「???」??、「???」??????????「???????????」????????、「???」???????????? ?。?????、〔?????????????????、『????」?????「????????????」 ?「 っ???????」?、「????」??? 「? っ ? 」 、「????」?????「??? 〈 ?」?「 ? 」?????「???????」 ? 、 ? ???????? ???????????????、?????????????14 ??? ? ? ?? ?? 。??、????? 、 ??っ??。 、??????。??????????「??〈?????????????????、???????? ????????????、? ? ー。?????、『???」「?」??、?????????????????????????。??????? 、 ? 「?」 ??君": ????????????????間警献???????????????????????? ???? ???????? ????? ?????????????????更栄の:主E 浪場骨 伏字 稽紛 大伊 竹級花 氏弐 海 2舞 鎗 和勢 湾民a物 物鋪冒 事保 S毎日 物物 S包物毘路 2審飽 子"お毘 幡随 E語411 13113 4 J() 112 3 911 2 胤観 3J〈E 5事富 官里711 511 22 1 8 113 911 "1 14 36 612 211 1 I213 1 I 1 1 112 4 心614 911S 9 316 3 1品かま1" 4 2 】】 盟ふ構} 311 3 IlO 12 話1 I 1 10 2 ;-1' 2 7 4 心へl 副へ主型 τ?????????〈?????????????????? ? ????????????????????????????????????? ??????? ????????????、??? ???? ?? ? ??? ?????????? ??〈???????? ? 〉?????? ?????????????????????????? ?? ???????「???」?、???????、??????「???」「????」?、???? ??????????。 、「??? ???〈」??? ????????? ??。???????、?????????????? っ ????????。 、 ? ??????? 。??、????????「??〈」????????。????15 「??」???????、???? ? ??????〈???? ???????。「 」?? っ ? 、 「 」、??「? 」 。????????、??????? ? ???????〈????????????、 ???????、???、????????〈、?????????????????、?????????????????????????????????????????????????〈 ?????????????????????、????、????????〈、??????????????」? ?????「??」?? ?っ?。??、「????」???「??』??????????????????「??」 ?〔?? ??】??????????????????????????????、 ?? ????? ??、??????、?〈 ? ?? ???? ???????、??????????????????? ? ???、?? ? ? ? 、 ー?? ?? ?????? ? ???? ?? ? ?、???????? ? 、 ?〔????〔???????????????????『??」?????????????????????????「????」?、?????????????「????????????」?? ??????、「???」??????????????????ー?????????????????????「???」??????? ? 、「 〈』 ????? 「 ?〈」 ?????????????????、?????、?????????????? 、??????、?〈???????????〈、 ??? ??????????.， 角巻-16 ?????? ?????????????? ? ?? ????、????? 、 〈E Z 浮舟巻????、? ??『?????????」??????????、?????????? 、????? ? っ ? 、??? ???????????? ???? ???? 、?????????? ????????、????????????????。????????????????????、????「??〈」???????、????????????????っ????????、????「???」?「?? ?」 ? ?、????????????????「???」??????「?????????」????? ??????「???」?「???????????????つ」「??????????」「??????????????」????????????????????っ????????????? 、「 」??? ?、???????????????????????? ? ??。 、??? 、?「??????????????????????????? ? ? 」?????震巻?「??????、?〈????????。??????????? ??〈???????????????」???????? ??????? 〈?????。???「?????????? 、 ????????????、??????????????????????????????」???????????????、???????????????????????????」??? ?? ?? ????????。?????。?、???????????????、????????「???? ? 」 ? 。 、?〈?? ????? ???????、????、?????鰯草?、? 「」???? ? 。 ? 、 ?っ「 ??〈? 」 ???? ? 。?「????????????????? ? 、「???」?? ? ?????????????????????〈、? 、??????????????????? 「 」? ? 、???? ? 。???っ 「 ?〈」 、???? 、?? ? 〈??? 、 。?????「???」??????????????????????????????????、?????????「???17ー??」???????????? 「 」?、??? 、「」「?????」「????〈」「????〈」??、??????っ???????????????? ????????????。???「?????」????????????????????」?、??????????????????、『?? 』????????? ? 、 ???? ?? 、? ??????? ?? ?????????? ??? ????「????」 、「????? ?」???? ?????、????「??? 〈」『????〈」??????????? 、 ? 「」、????『? ? 」 、????「??」??????????????、??? ?? 、 ???? ? 。???????? 、? ? ? 、????ゃ?????????????????????????????? 、???〈 ??????????????、??????????????〔????事さ巻??????????、?????????、???????〈??????、????????????????????????、????? 、????????????R ? ??? ????? ? ? 、 ?????? 、??????????????????????? 〈 ?、??????〈? 、?????????????????? ?????、 ???? ???? ???????-18 ?????、 、?????????????????〈?? 、?????????????????????iI 氏物麟浮舟巻???????????????????????『???〈」????????、 、 、???????????、???、「????? ? 」 ??? 、??? ??、???????????????????? 〈??? ?? ?????????????????????????????????????????????」???。?????????、?????????????? ? ?????? ????????????????????????、????????????????? ???????????????????????、????????????、? ???? 、 ? ? ???、??????? ?? 、 、 ???? ??????豊巻???、 、 、????????? ? っ????????「????」???????、????。??? ??っ ? ? 、 〈 ???っ? 、 。 、 、?? ? っ? ??????、????? 。 ?「??」?????????????「ょ????」??? 。でも???????????????????、??????、「???????????」?????????、?〈???????????、???〈?????、??????????巻????、?????????????????????????????????????????????????????????? 」 、 、? 、???????????????????、??????????? ゃ、???、?????????????? ?? ? 。-19 ? ???????????「????」「????」??????。??? ? 「 ? 」 っ 。?????? 。?????????ヮ?????????????????????????? ????????E 例??? ?????????????っ?? 、 〈???ゅ???? 。??? ? 、 ??? 、??? 、??????????????、??????????????????????〈?、???ゃ???????????? ???〈?? 、 ?、 ??????。?????、 ? ? ? ????、 、 、 、?ー??、? ???????? ???????? ? ????? ?????、 ? ?? っ、? ? ? ? ? ?総角巻???????????????。???????????????、 〈 ? っ??? ??????????????????。?????? ???????〈??、???????????????? ?? 、?? ? 。???、 ????????????っ?????????????、??????????????????????????????、「?? ????? 」????????、????????????????????????????????、????????????????????、?????????????、??????? ??????せ給????????????????、??? ?、???????、???????????????????????????。 ?。????? ? ?????????」????????????、 〈?????????、?????、????一 回一?? ????? ???????????????????????????????、??????? っ ????? ?「??? 」、????????????????????、「?????」?????????っ????????、 ??????????????、 ??っ?????? ???〈??、「????」???????????????っ?。?ー????? ?、 ??? 、「????」 。???????????????????????????、「????」?????????????????? 〈、 ?? ????????? ? 。???????????????????????????〈??????????????????、??ゃ????????????」?????????????????? ?????????????? 、 、????????????????????????「??????????、??????????????? 、 ???????」 ?? ?」??????へり?????タ怨巻?????、???????????? ????? 、???? ? ????、 ? ???? ??????「?????」?????? 。 ??? 、??「?? ? 」??、????????????「????????」?????????????????????????? 〈、 ? 、?????? 、??????? ???????????????????、??????????、???????、 ???? 。?????????????、????? 、 ? ???? ?????? 。????、???????、??????????、?「???、???????????????」??????、???《????????????? ??????????? ?????? ? 、 ??〈、??????、???「 ? 、 、?21 ?」?《????巻?????「????? 、 ? ? 、??? ? 。『 』 、??????????? ゅ、 〈、 ?? 、? ??? ??」??????????、??? ? 「 〈」「???」????????????????????〔?????????????????????????、??〈???、??? っ???? ?????????「???」????????????? 、??? ?、 ???????????????????????「???」???????、??????????? ???、??????? ? ?? 、「 ?? ????」?「? ????」???????????????????、??ゃ?????「????〈?????」「????」?????、??、????? ???????王??????????「???? ?????????????、??????????????。??????????????????????、???????????? ? 〈? ?????????????????????????「???」「???」???、?????っ??? 〈???????????? ? ?、???????????、????? 。??、???????????、「???」????????「?〈」?? っ 、???「????????」 。、「???」???????、????? ???????、???????????褒E ??????????????? ?ずたとり" a 水語E主 平物槍保 t・3医古今 十字了 省本 今瞥 ェ完 造 周物事 鯛 開. 物 宝犯 問 麟 鰐 絵錦 ~ 爾 f奇 配 行 ，廃 妙 調路 集 集 開213 4 l 1 124 6 紹716島まう〈4 前司民型" 3 9 1 711 1車212 4 20 劇a民  心6 51 2 10111 115 】162 磁4 かふまl 13 21: 1 1 Ilt) 栂I1I 1 1 l 劇観院 治まa l 心 へ】 6 5 4 副 かへま) 間 て22 ????????ー??????????????????????〔??????? ???????? ?? ???? ?????????????? ??????????? ????? ??? ??? ????????????????????????????? ????〈?????????????????????? ? ?????? ???? ??????????? ? ? ?????? ????? ????? ?????????、??「??????????」???????。????????????、「????」「????」???????????? ? ?。?ゅ??????「????」「????」? ???????? 〈「??? 」????????「?? ??っ?。??????「????」???、????? ???????? 、 ? ?????????? ?? 『 」「」???、??????????????? ????????。??、????????????????????????「??〈」?????、??、「 ?、????」?? 、????????。???????????????「????? ????????、??????????? 、 ? ? ?」?????????????、??? ?? 、 ? 、「」? ???? ? 。 、「???」???????? ?、???????? 、? ??? ??、?、 ?????????????????????????、????????、????????、??????、????????????????っ??????、????、???????????。???????????。????????????。????????????、?????????????????????。??、????? ? 「 〈 ?〈」????? ??????????????、?「?????????????????????????」????、????????????????、???〈?????? ? ? ? ? ?????? ???、????? ? ??、? 、 ?23-????????????????????????????、????????、??????? ??「??????????????????。??????????? ? ????????????????????、??? 、??????」??????????????????、????????、「????????????????」 、??????????????、???????、????????「???????????」、??????????????????????」????、??????????????????????。??????、?????「?????」???、 ??????????????????????????「? 」 ???「???」?、??????????????、???????? ? 〈 。。?????、???????、???????????????????????ょ???????????????「???????????????、?????????????? ? 、?? ? 」???????????、?? ??? 、? ????????「?????」????? 、 ? 〈、????????????? っ 。 、?「??? ?????????????? ?????? 」 ? ??「???????、??????????」????っ????????書?「???? ??????」????? ??めて???????????、????????? ?、???????????っ???????????、 ??????? ? 〈?????????????、???????????????、「 ???」?、???????????? ? ? 【????? ?? 、「???」 【??????????? ? 、???????????? 。 「 」 『?」??????? ???、??? 、 ?? っ24 ?????????っ?????????????? 。一』，、?????????、??????????〔????〕??????????????「?」?「???」???????????????? ? ? っ???????????????????? ? 、「 〈」??????????????? ????? ?? っ 。??????????????????????????????????????????、???「???」????????? ??っ?。、?????????????????、?? ? ?????〈、????????「???」???????????、????? ????????????????????????? ?っ? ? ??、 ? ????????、????????????。?? っ 。????????、??????っ?????????????、??? ? 〈 ???????。??「? ?」 ? ??、? ? っ??? ? ? 、 、「?」???????? ? 〈 。?? ??? ? ? 、「 」「??」??っ?、????????????????????????? ? ?っ 。「???」「???」??????????????????????? ?、??「????」????????、??????? 、? 、 ??? 、??「????」?????????????、「?????????????????????????????????????????、????????????????????????。???? ???????『?????????????????『???????????』???????? ??、 〈 ?。?????????????????????『??????????』? ??? 、 っ? ? っ、????「??〈」????? ?????「?? ?」?????、??????????????、???????????????????????????????? ? ? ? ? ??? ????????? ?? 。 、 ?? ????『???????」???? ??????????????????????????????????????????】? ???????。???????????? ??????????????? ????? ? 、 ????????。????????????????「???? ?????』???????????? ???』?????????????????????〈?? 。?????? 「?????????、???????? 〈 ? ???? ???-25 ?『??????????」?????????????????????????????????????????????????????????、? ????????????、?????? ?????????????「?』??????????〈????????????「 」 ? ??????? ?? ? ? 〈?、? 「? 『 』 」 ????』??????????????????????????? ???? ???????????????????????? ??????、?????????????????? ? ? 〈? ょ???? 【?????????26 

平安鎌倉時代における「まうく」「かまふ」の意味用法

Manga&Character Design比治山大学短期大学部美術科,

???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ????????????????????????????????????????? ????????????????? ????????????????????? ??????????????? ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ?????????? ???????????????????????????????????? ??? ?????????????????????????????????????????????????????????????????????????????????????????????????? ??????????????????????? ??????????????????????????? ????????????????????? ????????? ? ????????? ???????????? ? ???????????????? ??? ????? ?? ?? ???????

マンガ・キャラクター

Interview-based Research on both On- and Off-site Job Training in Nursery Schools in the Cities of Nagoya and Hiroshima.成田,朋子

河野,利津子

保育園における職場内・外研修に関する考察 —園へのヒアリング調査を中心に—

佐々木,淳

2251. IntroductionThis paper gives a practical report in teaching Introduction to English Linguistics. It will be shown that linguists make an attempt to describe and account for the systematicity, structure and function of English language. This course is taught in English and the lecturer presents a brief explanation in Japanese in order for the students to understand clearly.The organization of this paper is as follows. Section 2 reviews what is taught in Introduction to English Linguistics, focusing on phonetics, morphology, syntax and semantics. Section 3, then, discusses English linguistics in terms of contrastive linguistics. Section 4 discusses the student evaluations. Section 5 concludes this paper.2. What is taught in Introduction to English Linguistics?2.1 SoundsPhonetics is the study of speech sounds. They are minimal units that make up words. There are mainly three fields of studies in phonetics: articulatory phonetics, acoustic phonetics and auditory phonetics. The first one concerns how speech sounds are produced. The second one concerns the physical properties of the speech sound waves. The third one involves how speech sounds are heard. In this course, the class learns articulatory phonetics, particularly focusing on human speech production mechanisms and phonetic representations. One of the most important points in English phonetics is that the English orthography often ignores the speech sounds of English. See the following examples:(1) Speech sound Letters of the current English Alphabet     	 	 													(Akmajian et al (1995: 65))"English orthography is inadequate as a representation of the current speech sounds of American English. This lack of consistency in representing sounds is due in part to the fact that the English writing system became fixed several hundred years ago, although the pronunciation of the words has continuously changed since that period." (Akmajian et al (1995: 66))With regard to the representation of consonants, it is necessary to describe where in the vocal tract the speech sounds are made. This is called the place of articulation. In addition, the manner of articulation has to be considered; that is, how in the vocal tract the speech sounds are made. The last A Practical Report in Teaching Introduction to English Linguistics佐々木　　　淳Jun SasakiKey words: English linguistics, Japanese language, contrastive linguistics226point concerned with consonants is voiced or voiceless. See the chart in Appendix A, which is called International Phonetic Alphabet (IPA, henceforth). With the IPA chart, all the speech sounds of natural language can be described. For instance, [p] of pat is described as a voiceless bilabial plosive. On the other hand, [b] of bat is described as a voiced bilabial plosive.Vowels are the most audible among speech sounds. It should be noticed that unlike consonants, they do not have the place of articulation and the manner of articulation. In addition, they are almost always voiced. There are four criterion of vowels:(2) a. raising or lowering the body of the tongue b. moving forward or backward the body of the tongue c. rounding or not rounding the lips d. making those three movements with a tense or a lax movement(Mihalicek and Wilson (2011: 53))The basic notions of vowels are taught in this course along with the IPA chart.2.2 Words2.2.1 Word formationMorphology is the study of how words are formed out of certain pieces. More specifically, the linguistic field studies the internal structures of words. It is significant to point out that every word has its own internal structure. When we study the internal structures of words, we divide words into meaningful pieces. The phrase "meaningful pieces" plays an important role in morphology. Notice that in phonetics, we also divide words into pieces. However, they are not meaningful pieces, but just sounds. In morphology, on the other hand, divided pieces must have meanings (and grammatical functions).1In general, words belong to lexical categories, which, in other words, are part of speech. Among lexical categories are nouns, verbs, adjectives, adverbs, prepositions, pronouns, determiners, and conjunctions. The first four are main categories, while the others are minor categories. So we can name every word of a sentence as a lexical category. See (3) below:(3) I study linguistics on Tuesday, and I am very happy.In (3), I is a pronoun; study a verb; linguistics a noun; on a preposition; Tuesday a noun; and a conjunction; am a verb; very an adverb; and happy an adjective.Bearing this in mind, let us consider how words are derived. In English, it is common that certain elements added, words change their own categories. See the following examples:(4) a. happy - happily b. soft - softnessIn (4a), while happy is an adjective, happily is an adverb. In (4b), while soft is an adjective, softness is a noun. This is called derivation. Thus, derivation changes the categories of words. In order to see the 227internal structures of words, let us take the pair soft-softness as an example. It is impossible to break soft into meaningful pieces. How about softness? The word softness can be broken into soft and ness, both of which are meaningful pieces. Indeed, soft is a word. However, ness is not. It can be said that ness is not considered as a word, but a meaningful piece. Its function alters the category of soft. Therefore, soft and softness are different words.2With derivation in mind, let us move on to inflection. Are dog and dogs different words in terms of what we have seen so far? Dog is singular, and dogs is plural. It seems that they are different words. However, as for meaning, they refer to the same kind of entity. So those two words seem to be the same. Morphology defines dog and dogs as the same words. What is the difference, then? Notice that the only difference between dog and dogs is whether a given word is singular or plural. In other words, an element -s plays an important role in the difference. How about play and played? A morpheme -ed is a key to the difference. How about play and playing? A morpheme -ing is also a key to the difference. Elements like -s, -ed, and -ing are not lexical but grammatical (or functional) morphemes. Those differ from cat, dog, car, carrot etc. A brief description of inflectional affixes in English is provided in Appendix B. This kind of word formation is called inflection, which is totally different form derivation. The former refers to the same words, while the latter refers to different words. The important point to note is that derivation changes the categories of words, but inflection does not.2.2.2 On the internal structures of wordsIn the process of word formation, words are broken into meaningful and functional pieces. Those pieces are called morphemes. In English, there are two main functional morphemes: prefixes and suffixes. In the former case, a morpheme is added to the beginning of a base word. In the latter case, on the other hand, a morpheme is added at the end of a base word. See the following examples:(5) a. unreal, reread, incompetent, decompose b. played, plays, softness, happilyNotice, however, that there are not words like *unbook, *desoft, *carly . What this means is that affixes are really selective with respect to the categories that they are added to.The second important point to note is that words are layered in the sense that affixes are attached according to their properties. In addition, layered structures are hierarchical. With this in mind, consider the word formations of rewritable, as illustrated in (6)(6) a. 	 	 	 	 	 b.Theoretically, rewritable can be formed in two different ways. One is that re and write are put together first, and then rewrite and able are formed. The other is that write and able are put together first, and 228writable and re are formed. Which is correct? Notice that re should be attached to a verb. This leads us to conclude that the former formation is correct, because writable is an adjective, and re cannot be attached to it. That is why (6a) is correct.2.3 Meanings and grammarMeanings are properties of words and phrases. In other words, words and phrases have a set of properties. This set of properties can be meanings. Consider (7) below:(7) * Bill is married and he is a bachelor.Notice that example (7) is correct in terms of the English grammar, but (7) doesn't make any sense. Why isn't (7) correct? Let us now consider the properties of bachelor. Bachelor means "a man who is not and never has been married." It is, therefore, a contradiction to say Bill is married and he is a bachelor at the same time. What is important is that bachelor entails he is not and never has been married. Example (7), then, leads us to conclude that grammar (syntax) and meanings (semantics) cannot be separated. It has been well-known that syntax is autonomous of other fields of linguistics. The class in this course, however, realizes that syntax and semantics are not separable.Many words have different meanings. They are ambiguous. See the following sentence:(8) Bill is married and he has a bachelor.(8) is not only grammatical but also makes sense. In this usage, bachelor means "a person who holds an undergraduate degree." So bachelor has two different meanings. Meanings also show relations within words. This course focuses on polysemy, synonymy and antonym. As shown in (7) and (8), the word bachelor has multiple meanings. This is called polysemy. Next, let us consider shut and close. They are synonymous in the sense that these two words mean "to move something so as to cover an opening." Notice, however, that the usages of those words are different in style. Lastly, consider tall and short. The meanings of these adjectives are completely opposite. This is called an antonym.After going through some of the essence of syntax and semantics, the class is asked about what pictures like the following is funny about:Figure 13229What figure 1 illustrates is not only how the English construction in It's impossible to put down is formed, but there are also two meanings. The class is led to conclude that meanings and grammar are interrelated.In this course, the class learns the outline of English linguistics, focusing on phonetics, morphology, syntax and semantics. It is significant to point out that those fields of linguistics are not separated but related to each other.3. Viewpoints from contrastive linguisticsThis course is aimed at Japanese college students. Furthermore, the lecturer uses English in the classroom. In order for the class to understand English linguistics, however, it is very effective to compare English with Japanese. As for phonetics, the separation of speech sounds from spelling in English is interesting in that the Japanese language does not have these characteristics. The Japanese orthography almost always follows the speech sounds. This course also introduces the speech sounds of the Japanese language and the class is asked to describe their own names in terms of the IPA.With regard to morphology, it is interesting to show how words in the Japanese language are produced, compared with the ones in English. Both languages have many points in common. For instance, the rightmost elements of complex words in English and Japanese define the categories of words, as shown below:(9) a. (English)          b. (Japanese) "earthquake"        (Mihara and Takami (2013: 50-51))The rightmost elements, kind and jishin "earthquake", define the categories of the words.What is more important to point out is that our perception affects meanings. We sense things and events every day. Consider the following example:(10) Have you been up since starting to study English linguistics?According to the Oxford Advanced Learner's Dictionary (5th ed.), up means (a) cheerful, happy or excited and also (b) directed or moving upwards. Example (10) is related to our sense in a way. The first meaning of up came from our physical perception of up. This is a metaphorical expression. Example (10) shows that languages are full of metaphors. See the examples below:(11) a. Sono osara saratte. (Japanese)  the   plate finish  "Finish up the plate" b. Why don't you finish up the plate? (English)230Notice that in (11a, b), what will be eaten is not the plate but the food on the plate. However, the plate and osara, “the plate", are employed in both English and Japanese. They are called a metonymy, one type of metaphor.The last point to note is that word meanings turn out to be different, depending on language. Besides that, sociocultural points should be taken into consideration. Take the word white as an example. What is an opposite word for white in English? It is black. Then, what is an opposite word of white in Japanese? It is not only white but also red. We can see from these examples that meanings should be also considered in terms of sociocultural viewpoints. As illustrated in this section, viewpoints from contrastive linguistics will help the class understand English linguistics even more.4. Student evaluationsIn this course, the lecturer teaches mainly in English, and provides only a brief explanation in Japanese. Additionally, in order to help the class understand English linguistics, the lecturer employs a method of contrastive linguistics. With this in mind, let us proceed to the student evaluations of Introduction to English Linguistics conducted in 2015 and 2016. Some of the class comments follow:(12) a. Too difficult. b. It was so difficult for me to understand English linguistics in English. c. There are too many special terms, so it was difficult for me to understand. d. It was difficult for me to understand even in Japanese. e. Handouts are written in English and the lecturer speaks in English. So it was so difficult. f. The lecturer used so many English special terms, so I had a great difficulty understanding.(13) a. I was exposed to English more than ever before. b. I haven't taken any specialized course taught in English, so it was very interesting. c. It is good to get used to English, although it is sometimes difficult to understand. d. Since both English and Japanese were used in this course, that helped me understand and  improve my English ability. e. Although it was difficult for me to understand, I will study more than ever to improve my  speaking and listening abilities in English. f. It was for me too difficult to understand English linguistics in English, but the contents were  so interesting. g. The lecturer used both English and Japanese in a classroom, so that helped me understand. h. Since the lecturer kept talking in English, I had to pay a great deal of attention to what he  said.As shown in (12), the class commented that this course was difficult to understand. This is because English linguistics has so many special terms, which the class has never seen or heard before. Even in Japanese, they are difficult to understand. Besides, linguistics is said to be the scientific study of language. It might be a little hard for students of the Department of Language and Culture to adjust themselves into a scientific way of thinking. On the other hand, there are many constructive comments 231as shown in (13). The Department of Language and Culture has English communication courses taught in English. However, there are few specialized courses taught in English. That is why this course might be new to the class, and that contributes to constructive comments such as those in (13).5. ConclusionWe have seen what is taught in Introduction to English Linguistics. This course is aimed at Japanese college students, covering some essential points of phonetics, morphology, syntax and semantics. To help the class understand English linguistics, a method of contrastive linguistics is employed. The lecturer compares English with Japanese. It should be noted that constructive comments are shown in the student evaluations because of the teaching method. Last of all, this course is taken as one of the core active learning courses, which are related to Hijiyama Excellence.4 Aside from enhancing students' ability of English, it is now more important than ever to improve the skills of Hijiyama Excellence through this course.ReferencesAkmajian, Adrian, Richard Demers, Ann Farmer and Robert Harnish. (1997). Linguistics: An Introduction to Language and Communication. Cambridge, MA: The MIT Press.International Phonetic Alphabet. (2005). Retrieved December 29, 2017, from  https://www.internationalphoneticassociation.org/sites/default/files/IPA2005_3000px.png.Mihalicek, Vedrana and Christine Wilson. (2011). Language Files: Materials for an Introduction to Language and Linguistics 11th edition. Columbus, OH: The Ohio State University Press.Mihara, Ken-ichi and Ken-ichi Takami. (2013). Nichieitaisyo Eigogaku-no Kiso "The Basics of English Linguistics: A Contrastive Study of English and Japanese". Tokyo: Kurosio Publishers.232AppendicesAppendix A233Appendix BInflectional affixes of EnglishFunction Affix(es) Attaches to Examples3rd per. sing. present -s verbs She waits there at noon.past tense -ed verbs She waited there yesterday.progressive aspect -ing verbs She is waiting there now.past participle -en, -ed verbs Jack has eaten the cookie.Jack has tasted the cookies.plural -s nouns The chairs are in the room.possessive -'s, -s' nouns The chair's leg is broken.The chairs' legs are broken.comparative -er adjectives Jill is taller than Joe.adverbs Joe runs faster than Jill.superlative -est adjectives Ted is the tallest in his class.adverbs Michael runs fastest of all.(Mihalicek and Wilson (2011: 152))1  Notice here that there are two notions in meaningful pieces; one is lexical, and the other is grammatical or functional.2  At this point, students are introduced to the notion of "morpheme," which is the smallest unit in morphology.3  "Just some light reading" (2016, Nov. 28), Grammarly, Retrieved December 30, 2017, from https://www.facebook.com/grammarly/photos/a.158139670871698.33824.139729956046003/1417134838305502/?type=3&theater.4  Hijiyama Excellence has 12 skills as generic abilities, which were established in 2014.

A Practical Report in Teaching Introduction to English Linguistics

MOSHER,David M.

A Lazaren Analysis of a Donald J. Trump's Sex Tape Apologies

CHAPMAN,Damon E.

JON,Clenton

Additional Assessment of Student Development in Overseas Programs —Competency, Sensitivity & Communication Apprehension in Intercultural Interactions—

流暢に話すこと —会話能力の発達に関する研究—CHAPMAN,Damon E.

クレントン,ジョン

Speaking Fluently —A Study of Developing Conversational Competence—

Development鈴木,隆男

発　　　　　達鈴　木　隆　男すことを通して、心身の構造や機能が、連続的に、また漸進的に分化・統合して、より有能に、より複雑に変化するプロセスをいう。　ここでは、長い間議論の的だった、発達を引き起こす原動力が“遺伝”か“環境”かという論争に終止符を打つ形で、単に遺伝だけで発達が規定されるとか、環境万能だとか言った説から脱却しています。　ところで、近年“生涯発達心理学”という言葉が使われるようになってきました。発達心理学は、学問としての出発点の一つを生物学に置いています。生物学の世界では、たとえば、昆虫の成長を例にとると、受精卵が孵化し、幼虫、蛹と変態を繰り返しながら、成虫になる過程を分析的に研究します。成熟した成虫は交尾したのち産卵し、多くの場合そこで個体としての生命の過程を終えます。このような生物学的なモデルに倣ってきたので、長い間発達は子どもが成長して大人になるまでの変化を丹念に考察することを目指してきました。しかし、工業化されて豊かになった社会では寿命が延び、青年期を終えた後の長い人生の変化に注目する人が増えてきました。このため、大人になった後の変化にも目を向ける形で、生涯発達を考えなくてはならなくなっています。そういう意味では発達という概念を、再検討すべきなのかもしれません。〈引用・参考文献〉厚生労働省（編）『保育所保育指針解説書』株式会社フレーベル館，2008．平山　諭，鈴木隆男（編著）『ライフサイクルからみた発達の基礎』ミネルヴァ書房，2003.　生まれた子どもがだんだん大きくなって、動作が滑らかになったり、泣いてばかりいたのが、いつのまにか声を出し、言葉を話すようになる。なんでも口に持っていっていたのが、いつのまにか自分の周りにあるものを理解し、やがてそれらの名前を憶え、そして物事を考えるようになる…。　子どもの変化は実によくできていると思えてなりませんが、このような発達的な変化はどのように定義されているのでしょう。何事によらず、学問の世界では、述語を学ぶところから勉強は始まります。これはいわば、保育という世界の業界用語のようなものです（述語に関するこのあたりの議論は、“学習”というトピックをご覧ください）。さてここでは発達ということについて考えてみましょう。現行（2018年２月段階）の保育所保育指針は“第２章子どもの発達”の冒頭で次のように述べています（保育所保育指針解説書，2008）。　“子どもは、様々な環境との相互作用により発達していく。すなわち、子どもの発達は、子どもがそれまでの体験をもとにして、環境に働きかけ、環境との相互作用を通して、豊かな心情、意欲及び態度を身につけ、新たな能力を獲得していく過程である。”　ここでは誕生後の子どもが育っていく姿を、環境との相互作用という観点で描いています。教科書的にはもう少しカタイ表現を使って、発達を次のように定義します。　“発達”とは、個体が、生得的に持っている遺伝的な要因をもとにして、自らをとりまく環境に働きかけ、環境との間で相互作用を繰り返−　　−39

発達

若元,澄男

*1 「よい図画工作科授業を創る題材開発（広島大学附属東雲小学校研究会著）」明治図書、1981年6月、pp99～103みること（鑑賞）で 鍛えるそれは 世を見る眼Keyword：みる，五感覚総動員，なにをみる「美術」は多くの人々にとっていまだに「かく・つくる」ことであり「みる」ことが極めて創造的かつ純粋な美術活動であるなどの認識はおおかたないようです。従前の美術教育において「みる」ことを軽視してきた当然の結果とも言えます。とはいえ近年，学習指導要領等でその位置づけが整理されたこともあり，徐々に各学校等での取り組み状況は好転しています。しかしそうした動きが最終的に美術教育の目的の達成につながるのかということになると私は決して楽観していません。すなわち教師のイメージに沿って「かかせる」，「つくらせる」ために「みさせる」という「表現のための鑑賞」の文脈があとをたたないからです。私は「みる」という営みを通して「感じる力」，「考える力」が形成されるところにこそ本来の「鑑賞の指導」の意味がある考えています。このことへの合意があれば，「鑑賞のための鑑賞」や「鑑賞のための表現」という「鑑賞の指導」の内容の進化（深化）も期待されるのではないでしょうか。この文脈の延長線上にはじめて「しっかりみる」姿勢が形成されていくと私はとらえているのです。現状はいまだ道遠しと言わざるをえません。でも「しっかりとみる」とはどういうことなのでしょうか。乱暴な言い方をすれば「五感覚（自分の持っている全感覚）を総動員してみる（五感覚総動員鑑賞）」ことです。もとより私は，目で「見る」ことだけが「みる」ことだとは考えていません。かつて第４学年の触覚表現題材「手を目にしよう（1980）*1」を開発〈ね（Page28）〉し，その際の子どもたちの姿からこのことを確信しております。ピカソ de 自画像／学生作品写楽 de 自画像／学生作品 フェルメール de 自画像/学生作品支援とは 心にかけても 手はかけぬKeyword：支援（指導），環境整備，遊び“心にかけても 手をかけぬ”とは子どもの作品に教師が手を入れることへの指弾です，私は，過不足のない造形環境の保障こそが質の高い支援と考えています。子どもたちの表現に手を出すことなどもってのほかです。「自分のはだめだから先生が直した」等々のマイナス感情を抱かせるだけです。「心にかける」とは「環境が人をつくる。その環境は人がつくる」の文脈の具体化です。子どもの実態を見極め「適切な造形環境が準備されれば子どもたちはその環境の中で自ずと多様な活動を展開しその過程で自ら育つ」とした仙田満氏（Page18）の知見は同感至極です。し─70─

「し」　支援とは　心にかけても　手はかけぬ

Hiroshima University

Not a member yet