90 research outputs found

    キョウショク ノ センモンセイ ト キョウシ キョウイク ノ カダイ : キョウシ ノ キャリア ト リキリョウ ケイセイ トノ カンレンセイ ニツイテ

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    The social evaluation to the teacher is severe. About the abilities that are requested to teachers, the Ministry of Education, Culture, Sports, Science and Technology classifies them to the abilities that are requested with the relation with the era and society and that are requested according to the career stages of each teacher. The teaching profession has been understood as “the professional occupation” through “the churchman”, “the worker”. The characteristics of the teaching profession are expressed as “reflexivity” “uncertainty” and “borderlessness”. The image of the teaching profession is moving to “the reflective practitioner” from “technical expert”. The significance of the “collegiality” is discussed in the school as the organization. The roles and the abilities of the school leader in the school organization are asked from a viewpoint of school management. Teachers of middle age are requested for transferring the teachers who instruct to teachers from the teachers who teach to children

    レジリエンシーと中学生期の生活満足感との関連

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    The purpose of this study was to examine the relationship between resiliency and life satisfaction for the same cohort group of junior high school students, and to clarify the effects of resilience. We surveyed 111 first-year public junior high school students enrolled in the same year as the same cohort group, and conducted a three-years follow-up survey. As a result, we were able to confirm that life satisfaction is less likely to change for students whose resilience is activated when they are in their third year, as life satisfaction declines as the grade progresses

    小学校算数科における児童の「学習観」の変容に関する研究 : 「教えて考えさせる授業」実践による認知主義的な「学習観」への変容

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    本研究では,小学校高学年の算数科で「教えて考えさせる授業」を行うことにより,児童の学習観がどのように変容するかを考察した。今日,AIの進化や新型のウイルスの発生により生活様式が変化するなど社会は複雑化し,将来の変化を予測することが困難な時代にある。また,平成29年度告示の新学習指導要領において,新しい時代に必要となる資質・能力が示された。このような時代にあって子どもたちには,自ら目標をもち,どのように課題解決を行うかを考え,自己省察を行うとともに,認知主義的な学習観を併せもつことで,自律的な学習者となっていくことが重要である。そのため,自己調整学習の理論を援用して「教えて考えさせる授業」を行い,より認知主義的な学習観への変容を目指して本研究を行った。その結果,「教えて考えさせる授業」が成績上位層と成績下位層では認知主義的学習観の4因子の異なった因子に対して影響することが見出された。In this study, we considered how the view of learning changes by giving "The Lesson to Make it Think by Teaching" in the mathematics department of the upper grades of elementary school. Today, society is becoming more complex due to changes in lifestyles due to the evolution of AI and the outbreak of new viruses, and it is difficult to predict future changes. In addition, the new course of study announced in 2017 indicated the qualities and abilities required for the new era. In such an era, it is important for children to become autonomous learners by having their own goals, thinking about how to solve problems, conducting self-reflection, and having a cognitivist view of learning. Therefore, we conducted this research with the aim of transforming into a more cognitivist view of learning by conducting " The Lesson to Make it Think by Teaching " using the theory of self-regulated learning. As a result, it was found that the " The Lesson to Make it Think by Teaching " tends to affect the different factors at the upper grades and the lower grades in the four factors of cognitivist view of learning

    ジンケン キョウイク ジッセン ノ テンボウ ト カダイ : トクシマケン ニオケル シュウダン デ カタリアウ ジンケン ガクシュウ ノ イギ ニ カンスル コウサツ

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    In this study, we examined the significance of "the human rights learning to talk together in a group "that had been practiced at junior high schools of Tokushima prefecture. One of the authors worked on three types of "the human rights learning to talk together in a group" for approximately 20 years and felt that students of junior high schools raised anti−sense of discrimination through talking about human rights actively. Then, this study was intended to confirm significance of these practice from the survey that how students and teachers of junior high schools in those days felt it and now how they think about it looking back on those days. From the result of the survey, we classified effects of these practices of human rights learning in the points of "eight important significance". These points were 1)"oneself",2)"you",3)"to tell",4)"to connect", 5)"learning each other", 6)"human rights", 7)"as a person and a person" and 8)"acting together". Then, it was confirmed that these practices were effective to feel the importance of these eight points, and there were various education effects. Also, it was understood that eight points were indexes to push forward human rights education effectively. We were able to extract check points to work on this practice from this result. The findings of this study contributes to practice of the future human rights education

    ジンケン キョウイク ジッセン ノ テンボウ ト カダイ 2 : トクシマケン ニオケル シュウダン デ カタリアウ ジンケン ガクシュウ ノ ジッセンジョウ ノ カダイ ニ カンスル コウサツ

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    In this study, we examined the Practical Issues of "the human rights learning to talk together in a group" that had been practiced at junior high schools of Tokushima prefecture. One of the authors worked on three types of "human rights learning to talk together in a group" for approximately 20 years and felt that students of junior high schools raised anti-sense of discrimination through talking about human rights actively. Then, this study was intended to confirm practical issues of these practice from the survey that how students and teachers of junior high schools in those days felt it and now how they think about it looking back on those days. From the result of the survey, we classified (1) practical issues of human rights learning, in twelve points. These twelve points were 1) "Sharing of" how to let the students listen "in the group of school staff", 2) "Participation in the classes as TT of the group of school staff", 3) "Routine for smooth introduction introduction of the classes", 4) "Grasping the actual situation of the student, and reasonable cultivation of the autonomy", 5) "The class development that the remark between students leads to", 6) "Talks of familiar, concrete content for approaching to one\u27s own issues", 7) "Collaboration of the staff of a school and the students, by the trust to students", 8) "The meta recognition of the flow of the class", 9) "Understanding and correspondence to applause and laughter", 10) "Deepening and generalization of the human rights learning by looking back after the class", 11) "Existence of the passion as "the heat", and the mutual respect for it", and 12) "Improvement of the ability to teach by the collaboration of the group of school staff". Also, we classified (2) issues of the instructional activities in a class related to these human rights learning, in five points. These five points were 1) "The making of class which can show the independence of the homeroom teacher", 2) "Understanding the mind and feeling of students by the exchanges of a class and the living record", 3) "Establishment of initiative of the student and initiative of the teacher", 4) "Time of moral education and homeroom activities as the action of the human rights learning in the class", and 5) "Cultivation of a viewpoint and the interest in society connected to the human rights learning". Further continuous elaboration by practice and its inspection is demanded so that the result of this study contributes to practice of the future human rights education

    レジリエンス ト カンレン スル シンリガクテキ ガイネン ノ トクチョウ ト ガッコウキョウイク エノ テキヨウ

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    This study examined the relationship between concept and resilience such as developmental psychopathology, positive psychology, etc. in order to make effective use of resilience for school education. As a method, related research was reviewed and organized and summarized. As a result, as a reason why the characteristics of resilience work effectively for school education, (1)It is not a model that removes negative causes and risks. We use the perspective of the strength approach. (2)to cultivate through experiences such as being enthusiastic about success experiences and activities at school age. (3)long−term effects in mind. (4)It aims at interaction by positive emotion

    セイブツ シンリ シャカイ モデル ニヨル レジリエンス ノ リカイ ト ガッコウ キョウイク エノ テキヨウ

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    This paper examines the resilience understanding by biological, psychological and social models and the application to school education. We examined resilience, with particular emphasis on biological models. The interaction between the gene and the environment, the biological response of stress, the relation with specific brain organs, etc. were reported. As a result, we presented a development model of resilience based on biological, psychological and social models

    キョウシ ノ タイガイテキ ケイエイ リキリョウ ニ カンスル ケンキュウ : シコク 4ケン ノ ショウ チュウガッコウチョウ ノ イシキ チョウサ オ トオシテ

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    In this paper, we define teacher\u27s external management ability as the power to create school, family, community partnership for children\u27s development and education. In Japan, parents and residents have no voice for school policy-making, because school management was done by principal and staffs for a long time. So management ability was mainly disputed as ability of principal. But today, all teachers are needed to get external management ability. The aim of this paper is to investigate contents of teacher\u27s external management ability and the opportunities which it should be obtained. Questionnaire survey was done to 1,414 principals of elementary and secondary schools in four prefectures in Shikoku Island which students number is over twenty. 824 (58.3%) usable responses are analyzed. Main findings are as follows: 1) Many principals think that external management ability is needed not only managerial post, but also all teachers. They don\u27t think that external management ability was developed step by step according to the career stage (newly appointed teachers, about 3-5 years experienced teachers, head teachers, vice-principal and principal). This ability is needed and should be obtained according to the phases which each teacher encounters. 2) Many principals place great importance on \u27practice in own school\u27 as an opportunity to obtain this ability. By contrast, training opportunities outside school (for example, in-service training by administrative agency and university) have no high priority. The result of this survey show that teacher\u27s external management ability should be obtained at the early stage of teaching profession.国立情報学研究所『研究紀要公開支援事業』により電子化

    コドモ ノ キハン イシキ ト キハン コウドウ ノ ジッタイ ニ カンスル ケンキュウ : エイキョウ オ オヨボス ヨウイン トシテノ ガッコウ ト チイキ ノ レンケイ ニ チャクモク シテ

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    The purpose of this research is to present the actual conditions of normative consciousness and normative behavior of children, and to announce with the factors that exert the influence on those. We carried out the questionnaire survey to the students of elementary schools and junior high schools that establish or not establish school council of each 8 school. About normative consciousness, the decline of that of children was not seen as a whole. Girls are more normative than boys, and elementary school children are than junior high school students. The school stage and also degree of the school and community partnership are as the major factors that exerts the influence on normative consciousness. About normative behavior, besides the helping behavior to the person was more frequent with elementary school children. However, there is the part that is dropping in the junior high school students. The experience degree of the school and community relationship activity that is the main issue about rule keeping behavior, is the factor that exerts the influence on normative behavior, similar as the result of normative consciousness
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