24 research outputs found
å¥è¯å¥³åé«çåž«ç¯åŠæ ¡éå±å¹Œçšåã®ä¿è²ã®å®é(2) : æå18幎床åä¹çµä¿è²æ¥èªãäžå¿ã«(åµåäºåäºåšå¹Žèšå¿µå·)
æå18幎床ã®å¥è¯å¥³åé«çåž«ç¯åŠæ ¡éå±å¹Œçšåã®ä¿è²ã®å®éã«ã€ããŠãæå18幎床åä¹çµä¿è²æ¥èªãäžå¿ã«èå¯ããçµæãäžæ¥ã®æµãã¯ãååäžä¿è²ã§ã¯ããç»å-èªç±éã³-äŒé-課çšä¿è²(5é
ç®)-èªç±éã³-åž°å®
æºå-æ£åããååŸãŸã§ã®ä¿è²ã§ã¯ããç»å-èªç±éã³-äŒé-課çšä¿è²(5é
ç®)-課çšä¿è²(5é
ç®)-æŒé£-èªç±éã³-åž°å®
æºå-æ£åããããã¯ãç»å-èªç±éã³-äŒé-課çšä¿è²(5é
ç®)-èªç±éã³-æŒé£-èªç±éã³-åž°å®
æºå-æ£åããšèãããããä¿è²ã®å
容ãšããŠã¯ãä¿è²5é
ç®ãåºç€ãšããŠãäŒéãèªç±éã³ãè¡äºãç掻èšç·Žã«é¢ãããã®çãè¡ãããŠããæ§åããããããããæ¥ã
ã®ä¿è²ã§ã¯ãæåž«ãäžå¿ãšãªã£ãŠç»äžçã«æå°ããŠããæ§åãããããããç¹ã«äŒéã§ã¯ãç»äžçã»èšç·Žçãªæ§åããããããããæå13幎床ã«æ¯ã¹ãŠãä¿è²5é
ç®ã®åãäžããããé¡æãå°ãªããªã£ãã®ã¯ãäŒéã®æéãé·ããªã£ããããšèãããããä¿è²å
容ã«ãããŠããåœæã®ç€ŸäŒçèæ¯ããæŠæè²ã®æ¿ããæããããã空襲èŠæèŠå ±çºä»€æã«ãããŠããå
¥ååœå以å€ã¯éåžžã©ããä¿è²ãè¡ãããŠããæ§åãèšãããŠãããèªç±éã³ã§ã¯ãåã©ãã®èªçºæ§ãäž»äœæ§ãå°éãããŠããæ§åãããããããåã©ãèªããè²ãšããšããåãä¿¡ããåã©ãã®ãããããªæé·ãé¡ã£ãŠã®ä¿è²ãè¡ãããŠããæ§åãå£éèŠãããããããŠããªã«ããããåã©ãéã幌çšåã§æ¥œããã§æŽ»åããŠããæ§åãäŒãã£ãŠãããI considered practice of the infant education of the Kindergarten Attached to the Nara Women\u27s Advanced Teacher-Training School through the infant education diaries in the year of 1943. I understood that the contents were the five items (play, music, conversation, handwork and observation), free play, meeting, events and life training. It is possible to see that the five items, meeting, events and life training were uniform education and training. But it is possible to see that the autonomy and the subjectivity of children are esteemed in free play
çè·åž«é€ææ ¡ã«ãããæ å ±åŠçæè²ã®æ¹åæ§
çè·åž«ã¯ãé»åã«ã«ãã®æäœãæ¥åå ±åæžã®äœæãçè·ç 究è«æã®äœæãããŒã¿ã®åŠçãã°ã©ãã®äœæããã¬ãŒã³ããŒã·ã§ã³ãªã©æ
å ±åŠçã®èœåãèŠæ±ãããã倧åŠã®çè·å£«é€ææ ¡ã§ã¯ãããããæ±ãåºæ¬çèœåãåŠçã«èº«ã«ã€ããããå¿
èŠããããè¿å¹Žãããœã³ã³ã®æ®åãäžåŠæ ¡ãé«çåŠæ ¡ã«ãããæ
å ±åŠçæè²ã®æ®åã«ããã倧åŠã«å
¥åŠããæç¹ã«ãããŠãããçšåºŠæ
å ±åŠçèœåã身ã«ã€ããåŠçãå
¥ã£ãŠããããã«ãªã£ããããããåæ¥å¹ŽåºŠãåºèº«æ ¡ã«ããåŠç¿ããå
容ãã¬ãã«ã«å·®ãããããããã£ãã詳ããåŠçåã
ã®èœåã調æ»ææ¡ããŠæ
å ±åŠçæè²ã«åæ ãããå¿
èŠãã§ãŠãããæ¬çš¿ã§ã¯çè·åž«é€ææ ¡ã«ãããæ
å ±åŠçæè²ãæ¹åããããšãç®çãšããŠãAçæ倧åŠçè·åŠç§ã®2005幎床ãã2007幎床ã«å
¥åŠããåŠçã察象ã«æ
å ±åŠçèœåã«é¢ãã調æ»ãè¡ãã2003幎床å®æœã®é«çåŠæ ¡åŠç¿æå°èŠé 履修è
ãš1989幎å瀺ã®é«çåŠæ ¡åŠç¿æå°èŠé 履修è
ã®æ
å ±åŠçã«é¢ããèœåãçµéšãåæããããã®çµæãæ°èª²çšå±¥ä¿®è
ã¯ãæ§èª²çšå±¥ä¿®è
ãããæ
å ±åŠçèœåãäžæããŠããé
ç®ããã£ãããã³ã³ãã¥ãŒã¿ã®åºæ¬å
±éæäœãã¿ããã¿ã€ãã³ã°ãã°ã©ãã®äœæãªã©ã®é
ç®ã§å€§ããªå·®ã¯èŠãããªãã£ãããããã®çµæããµãŸããŠçè·åž«é€ææ ¡ã®æ
å ±åŠçæè²ã«ã€ããŠèå¯ãã
å®ç¿åŸã®åŠçã®èªå·±èª²é¡ã®åå : éå»5幎ã®å¹Œçšåæè²å®ç¿äºåŸæå°ãéããŠ
æ¬çš¿ã¯ãA倧åŠã®åŠçãã¡ããŸãšããæè²å®ç¿åŸã®èªå·±èª²é¡ã®ååããéå»5幎ã«ããã£ãŠåæãããã®ã§ããããã®çµæã以äžã®è«žç¹ãæãããšãªã£ãã第1ã«ããæ°ã«ãªãåã©ãããèšå®ä¿è²ãããããããèªç±ä¿è²ããªã©å
·äœçãªå Žé¢ãšçµã³ã€ããŠèªå·±èª²é¡ãæããŠããããåºæ¬çã«ã¯åã©ãç解ã掻åå
容ã«å°é£ãæ±ããŠããããšããã ã第2ã«ãããããå°é£ãå
茩æåž«ã®ååãããªããããªããšã解決ããããšããçºæ³ã¯èããåé¡è§£æ±ºã®ããã®åªåãããããšãããšãããŸã§ã«è³ã£ãŠããªãããšããŸã第3ã«ãåã©ãã®å®å
šãªã©ãä¿è²è
ã«ãšã£ãŠã¯éèŠã ããåŠçãã¡ãæ°ã¥ããŠããªã課é¡ãååšããŠããããšãã§ãããããã§ãä»åŸã¯ãåã©ããšé¢ãã掻åãå
·äœçãªäºäŸã«åºã¥ãã±ãŒã¹ã¹ã¿ãã£ãæ¡å
ããŠãããšãšãã«ãå®ç¿çŸå Žããã®è©äŸ¡ã®åæãé²ããåŠçã®æ±ãã課é¡ãå€è§çã«ææ¡ããããã§ãããã«åºã¥ããäºåŸæå°ãå±éããããšãå¿
èŠãšãªã
幌ä¿ç·åæœèšã®å®æ ãšèª²é¡ : èªå®ãã©ãåãæ±ã£ãè«žç 究ã®æ€èšãäžå¿ãšããŠ
èªå®ãã©ãåå¶åºŠãçºè¶³ããŠãçŽ2幎ãçµéãããèªå®ãã©ãåã«ã€ããŠã¯ãçºè¶³ä»¥åããå¶åºŠé¢ãå®éã®ä¿è²ã®é¢ãªã©ãããã€ãã®åé¡ãææãããŠãããããã§ãèªå®ãã©ãåã®å®æ
ããå
è¡ç 究ãéããŠè§£æããããšãšããããã®çµæã以äžã®è«žç¹ãæãããšãªã£ãã第1ã«ãèªå®ãã©ãåã«ã¯ç¹å¥ãªè£å©å¶åºŠããªããããå¿
èŠãªè²¡æºã確ä¿ããªãããæ°ãã圢æ
ã®çµç¹ãéå¶ããå¿
èŠãçããŠããã第2ã«ãä¿è²è
éãšä¿è·è
éã®ããããã«æèã®å·®ç°ãèŠãããããããããèªå®ãã©ãåã®éå¶ã«ããããçµ±äžããæ¹åæ§ãæãã¥ãããªã£ãŠããããããŠç¬¬3ã«ãåã©ãã®ä¿è²ã«ãããŠã¯ãä¿è²è
ãèšåã®é¢ã§ãåºæºã®åãäžããçããå¯èœæ§ããã£ãããã®ããšãããä¿è²ã®è³ªã®äœäžãæžå¿µãããããã ããèªå®ãã©ãåã¯ãæ°ããªå¹Œä¿äžå
åã«åãã第äžæ®µéãšãããããããã§çããåé¡ã解決ããããšã§ãããæãŸãã幌ä¿äžå
åã®å®çŸã«ã€ãªããå¯èœæ§ããããAbout two years ago, the "Nintei Kodomo En" system was built. Some problems were pointed out from system or childcare to the "Nintei Kodomo En." Then, I tried to clarify the actual condition of the "Nintei Kodomo En" using preceding studies. As a result, the following points became clear. Firstly, there was no original financial grant system over the "Nintei Kodomo En." Secondly, the difference in mentality was seen between the child-care worker and between the guardians. Thirdly, in childcare, the standard of child-care worker and equipment may have fallen
ä¿è²è é€ææ ¡å ¥åŠè ã®æ å ±åŠçèœå
幌çšåãä¿è²æã®æ¥åã¯,äºååŠç,éå¶æ¥åãç
©éã§ãã,è¡æ¿ãšã®äºåæç¶ãã«æéãããããå€ãã®åã¯,ãããã®æ¥åã®è² æ
ã軜æžãããããã«åã®æ
å ±åã®å¿
èŠæ§ã匷ãæããŠããããã§ã«æ¥åãæ
å ±åããŠããåã§ã¯,æ
å ±åã«ããå¹çãäžãã£ããšèããŠããåãå€ããããã,æ
å ±åã«å¯Ÿå¿ã§ãã人æãå°ãªããã,æ
å ±åãæšé²ããããšãã§ããªãã®ã課é¡ã§ãããæ¬çš¿ã§ã¯ä¿è²å£«é€ææ ¡ã«ãããæ
å ±åŠçæè²ãæ¹åããããšãç®çãšããŠ,Açæ倧åŠå¹Œå
æè²åŠç§ã®2005幎床ãã2007幎床ã«å
¥åŠããåŠçã察象ã«æ
å ±åŠçèœåã«é¢ãã調æ»ãè¡ã,2003幎床å®æœã®é«çåŠæ ¡åŠç¿æå°èŠé (以äžãæ°èª²çšã)履修è
ãš1989幎å瀺ã®é«çåŠæ ¡åŠç¿æå°èŠé (以äžãæ§èª²çšã)履修è
ã®æ
å ±åŠçã«é¢ããèœåãçµéšãåæããããã®çµæ,æ°èª²çšå±¥ä¿®è
ã¯,æ§èª²çšå±¥ä¿®è
ãããè¡šèšç®ãœãããã€ã³ã¿ãŒããããã¡ãŒã«ã®åŠçèœåãææã«äžæããã,ã³ã³ãã¥ãŒã¿ã®åºæ¬å
±éæäœãã¿ããã¿ã€ãã³ã°,ã¯ãŒãããåŠçããèœåã§ã¯ææãªå·®ã¯èŠãããªãã£ãããããã®çµæããµãŸããŠä¿è²è
é€æ課çšã®æ
å ±åŠçæè²ã«ã€ããŠèå¯ãã
åä»»ä¿è²è ã®æ åœã¯ã©ã¹ãšåã©ãã®éã³ã«ãããããšãã®åé¡æèããã¿ãä¿è²å£«é€ææ ¡ã®èª²é¡
ä¿è²è
ã®è³è³ªãæ¹åããã«ã¯ãä¿è²å£«é€ææ ¡ã®ä¿è²è
é€æãšçŸè·ç ä¿®ãšãã€ãªãã£ãŠããããšãéèŠã§ãããæ¬ç 究ã§ã¯ãä¿è²å£«é€ææ ¡ã®ã«ãªãã¥ã©ã æ¹åã®è³æãåŸãããã«ãåä»»ä¿è²è
ã®æ
åœããä¿è²ã®å®æ
ãšåã©ãã®éã³ã«ãããããšãã®åé¡æèã«ã€ããŠèª¿æ»ãããçµæã¯ä»¥äžã®éãã§ãã£ã;1)åä»»ä¿è²è
ã®å€ãã¯é¶æ³ãã3æ³ãŸã§ã®ä¹³å
ä¿è²ãè€æ°ã®ä¿è²è
ã§æ
åœããã2)åã©ãã®æ°æãå容ãç解ããããšã倧åã«ããããšèããŠããã3)éã³ã®æŽå©è
ãšããŠåã©ãã«ã©ãåããããããšããåé¡ã«é¢å¿ããã£ãŠããªãã4)åä»»ä¿è²è
ã®èª²é¡è§£æ±ºã®æ段ãšããŠãåºèº«é€ææ ¡ã®æå¡ã®æ¯æŽãçŸè·ç ä¿®ãå©çšããããšã¯èããŠããªããããã§ãä¿è²å®è·µåãæ¹åããããã®ä¿è²å£«é€æã®èª²é¡ã«ã€ããŠæ€èšãããIn order to improve the quality and abilities of nursery teachers, it is important that nursery teacher training for obtaining the nursery teacher certificate in school will be linked to in-service training. In this study, to use the data in reforming the nursery teacher training curriculum in schools, we investigated the circumstances of care work by newly qualified nursery teachers in their first year of work, and the problems when they interact with and support children to foster their enthusiasm for play activities. The result was as follows ; 1) Most of the newly qualified teachers worked with other teachers to give care for children aged zero to three years. 2) They thought that it was important to accept and understand the mind of children. 3) They felt no concern about the problem of how to interact with and support children to foster their enthusiasm for play activities. 4) In solving the problems of their care work, they did not need support and in-service training offered by their graduated school teachers. We discussed the challenges of getting students sufficient abilities to practice caring and teaching
èªç¶ãšã®å¯Ÿè©±IV : ç¬å¥ãã«ãŒãã®ããã«
æ¬æ²ã¯,ç°å¢é³åã³ãããæ¡åããåšèŸºã®æ
æ¯çããã€ã³ã¹ãã¬ãŒã·ã§ã³ãåŸãŠç¬å¥ãã«ãŒãã®ããã«äœæ²ãããã®ã§ãããæŒå¥ã®éã«ã¯,JR岡山é§
è¿èŸºã§æ¡åããç°å¢é³ãçŽ æãšããŠããŒãœãã«ã»ã³ã³ãã¥ãŒã¿ã«ããç·šéããå¹æé³ãããã¯ã°ã©ãŠã³ãã©ããŠçšããã"èªç¶ãšã®å¯Ÿè©±IïœIIIã¯å±±éã海岞,èã®é³Žã声ãªã©ã®ç°å¢é³ãåºã«äœæ²ããã,æ¬äœåã§ã¯äººå·¥çãªé³ãäžå¿ãšãã岡山é§
åšèŸºã®ç°å¢é³ãšéèžãã€ã³ã¹ãã¬ãŒã·ã§ã³ã®æºã«ãªã£ãŠãããæ¡åããç°å¢é³ã®ãã¡å¹æé³ã®çŽ æãšããã®ã¯,ãã¹ã®çºè»é³,暪ææ©éã®ã·ã°ãã«(äžçš®é¡),æ¹ææ©,å°äžé§è»å Žã®å
¥ããã²ãŒã,è·¯é¢é»è»ã®çºè»é³(äºçš®é¡)ã§,ç·šéå
容ã¯ããã,ãã³ã,ã¢ãžã¥ã¬ãŒã·ã§ã³,ãšã³ãŒ,ãã£ã¬ã€ãäž»ãããã®ã§ãããæ¬æ²ã®åæŒã¯2005幎12æ11æ¥ã«æ°èŠçŸè¡é€šã§éå¬ãããç
§èæš¹å®ææŒå¥äŒVol.15ã§,äœæ²è
èªèº«ã«ããè¡ããããThis tune was composed for flute alone with inspiration from environmental sounds and their surroundings. When this tune is played, sound effects arranged by a personal computer from environmental sounds around JR Okayama Station. Though Dialogue with Nature I, II and III were composed from natural sounds such as those of mountains, seaside or cicadas, this work was inspired from artificial sounds and hustle and bustle of the crowd around Okayama Station. The sound materials which are used as sound .effects are starting sound of buses, three kinds of sounds of pedestrian crossing, sound of station wicket, entrance gate of an underground parking lot, two kinds of starting sounds of trams. Main arranged contents are pitch, tempo, modulation, echo, and delay. This tune was played for the first time by the composer himself at the 15th Shoyoju Subscription Concert at Niimi Museum of Art on December 11th, 2005
èªç¶ãšã®å¯Ÿè©±V GENROKU2006ç¬å¥ãã«ãŒãã®ããã«
This tune was composed for flute alone with inspiration from environmental sounds and their surroundings of the two locations related to Genroku Ako Incident (Genroku 15). When this tune is played, sound effects arranged by a personal computer from environmental sounds recorded at Sengakuji Temple (Takanawa, Minato Ward, Tokyo) and Ako Castle (Ako, Hyogo). Main sources of sound effects made from environmental sounds include ones from cleaning incense burner trays, wind chimes, gravel, big drums and an offering box. Main arranged contents are pitch, tempo, modulation, echo, and delay. This tune was played for the first time by the composer himself at the 16th Shoyoju Subscription Concert at Manabi Hiroba Niimi Hall on December 23rd, 2006
ãã¡ã³ãã¡ãŒã¬No.1ãã¡ã³ãã¡ãŒã¬No.2 : æŽãã®åœããããŸåœäœç§å£å€§äŒ(æ°èŠäŒå Ž)
ãã¡ã³ãã¡ãŒã¬No.1ãšãã¡ã³ãã¡ãŒã¬No.2ã¯,2005幎10æã«å²¡å±±çã§éå¬ãããåœäœ(æ°èŠäŒå Ž)ã®åŒå
žã®ããã«äœæ²ãããã®ã§,äž¡æ²ãšã䜿çšæ¥œåšã¯3声éšã®ãã©ã³ããã(Bb)ã§ããããã¡ã³ãã¡ãŒã¬No.1ã¯10æ23æ¥ã®éäŒåŒã«ããããéåŒéåããã®ä»ã§,ãããŠãã¡ã³ãã¡ãŒã¬No.2ã¯10æ26æ¥ã®ç·å衚地åŒã«ãããã競æäŒçµäºå®£èšãã§æŒå¥(åæŒ)ããããæŒå¥è
ã¯æ°èŠåžç«æ°èŠç¬¬äžäžåŠæ ¡å¹å¥æ¥œéš,岡山çç«æ°èŠé«çåŠæ ¡å¹å¥æ¥œéš,æ°èŠãŠã€ã³ãã¢ã³ãµã³ãã«ã§æ§æãããå¹å¥æ¥œå£ã®ãã©ã³ãããå¥è
ã§,ææ®ã¯äœæ²è
ã§ãã£ãããªã,åŒå
žã¯æ°èŠããªãŒãçå Žã§éå¬ããããFanfares No.1 and 2 were composed for ceremonies of Niimi site of the National Athletic Meet held in Okayama Prefecture in October 2005. These tunes are played by three parts of trumpet(Bb). Fanfare No.1 was (first) played for notice of opening ceremony on October 23 and on the other occasions, and Fanfare No.2 was (first) played for notice of closing declaration after the awarding ceremony on October 26. These tunes were played by trumpet players in the combined wind orchestra from Niimi Municipal Niimi Daiichi Junior High School, Okayama Prefectural Niimi High School and Niimi Wind Ensemble, and conducted by the composer himself. The ceremonies were held in Niimi Pione Stadium