E H エリクソン ノ ジェネレイティヴィティ ガイネン ニカンスル コウサツ 1950 ネンダイ カラ 1960 ネンダイ マデノ ケンカイ ノ ヘンカ

論

ヒツヨウ ト サレルコト ノ イソウ ショウガッコウ デノ アシスタント ティーチャー タイケン ヲトオシテ

論

Failure-enhanced evacuation training using a VR-based disaster simulator : A comparative experiment with simulated evacuees

Evacuation training is an important component of disaster education and survival. Evacuation training using a virtual reality (VR)-based disaster simulator that provides a highly immersive simulated evacuation experience (SEE) has attracted significant attention. To improve the training effect, we propose a failure-enhanced evacuation training model based on Kolb’s experiential learning theory. Our model aims to purposefully induce participants to succumb to conformity bias and fail to evacuate during the first SEE because inactive evacuees (i.e., people who are not evacuating speedily or not starting their evacuation) are simulated in a VR-based disaster simulator. The participants are expected to overcome failure in the second SEE via reflection and conceptualization. A preliminary comparative experiment focused on how simulated evacuees influence the SEE of participants in a VR-based disaster simulator. Results indicated that failure-enhanced evacuation training can successfully improve the training effect

Expressing Disaster Situations for Evacuation Training Using Markerless Augmented Reality

Evacuation training is crucial for protecting human lives from natural and man-made disasters, but it should be more realistic to achieve training effects. In this study, we focused on expressing disaster situations using markerless augmented reality to achieve realistic evacuation training. We prototyped a scenario-based evacuation training system that superimposed three-dimensional computer graphics of disaster situations (e.g. fire and debris) onto real-time vision (captured by Android tablets or smartphones) using ARCore and Unity3D. Through preliminary experiments, we found that the prototype system can provide realistic expression and potentially be used for evacuation training, but we have not yet clarified the training results and how the expressions influenced participants’ emotions

鳴門市における増田友也による学校建築に関する予備的考察 : 北灘東幼稚園，北灘西幼稚園，瀬戸幼稚園，島田幼稚園の園舎観察から

本論文では，増田友也によって鳴門市に建てられた12棟の学校建築に注目し，学校建築としての増田建築の特徴を明らかにするための予備的考察を行なった。増田の建築家としての活動の中で，鳴門市の学校建築は，晩年の10年に立て続けに建設されている。これは，増田の建築論の思索過程において後期に存在論を主に論じた時期と重なっている。また，北灘東幼稚園，北灘西幼稚園，瀬戸幼稚園，島田幼稚園の4園舎の観察から，これらの学校建築の特徴と考えられる点を，⑴土地の形に馴染む造形，⑵万博のパビリオン風，⑶生活者から考えた問題点の3点にまとめた。増田友也の学校建築の特徴を明らかにするためには，増田の建築論のとくに後期の存在論との関連を明らかにすること，また増田が教育について何らかの考えを有していたのかどうかについても，明らかにすることが課題として示された。This paper clarifies the characteristics of Masuda Architecture as school architecture, focusing on 12 school buildings built by MASUDA Tomoya in Naruto City. The construction of schools in Naruto City took place continuously during the last 10 years of Masudaʼs career as an architect. In this paper we discuss the existence theory in the later stage of the speculative process of the architectural theory of Masuda, which overlaps with the period. In addition, from the observation of four kindergartens (Kitanada Higashi Kindergarten, Kitanada Nishi Kindergarten, Seto Kindergarten, and Shimada Kindergarten), we summarize the characteristics of the school buildings into three points: (1) modeling that fits into the shape of the land, (2) the pavilion style of the expo, and (3) problems from the viewpoints of the residents. To clarify the characteristics of Masudaʼs school architecture, the relation between Masudaʼs theory of architecture and ontology, especially in the late period is presented together with Masudaʼs opinion on education, if any

防災道徳の課題と可能性 : 現実世界の複雑さと当事者性に着目して

Both the moral education and the disaster prevention education are aiming at developing the ability to deal with the complexity in the real world in relation to morality, ethics and value judgments of knowledge and a technique. Additionally both of them share the moment to engage the thought and the ability to act. Nonetheless, it has been practiced separately from each other in a different domain in a school setting. But to draw the power from children to survive and for their well-being, we have to think both together in a context of school education, especially in Japan where the number of natural disasters have taken place. Fujii & Izawa(2013) proposed school lesson practice based on the idea of the ‘Moral Education integrated with Disaster Education\u27. The purpose of this article is to clarify the possibility and challenges of their practice and idea which based on the theory of moral development stages by Kohlberg. I pointed out the limitations of his theory as cognitive development, and from the perspective of critical realism, I discuss that we need to develop new theory to integrated disaster prevention education with moral education focusing on the students as actual participants

学校におけるフェーズフリーの導入の可能性と課題 : 鳴門市教育委員会の取り組みを中心に

本論文では，フェーズフリーという新しい防災の考え方と鳴門市の学校での実践事例を紹介し，鳴門市教育委員会が作成したこの冊子『いつもともしもがつながる学校のフェーズフリー』の内容から，フェーズフリーを学校に導入する意義や目的，利点について整理した。フェーズフリーは，学校の災害対応力を向上させるのみならず，学習内容に主体的に取り組みやすくするため，学力向上，学校の質（QOS）の向上にも繋がるものであることが示された。さらに，フェーズフリーを学校に導入することで，想定外の自然災害に対応する生活文化を形成し，社会全体の災害対応力が向上する可能性があること，また，学校安全という観点からは教員の仕事におけるフェーズフリーが課題として残っている点が明らかになった。This paper presents “phase-free”, the new concept of disaster prevention, with a practical case study in a school in Naruto City, and summarizes the significance, purpose, and advantages of introducing phase-free into schools based on the contents of the booklet “Phase-free in Schools: Connecting the Always and the What If” by the Naruto City Board of Education. Phase-free was shown to improve a schoolʼs disaster response ability and made it easy for students to independently take the initiative in learning content, leading to improved academic ability and quality of schooling (QOS). In addition, the introduction of phase-free in schools may develop a culture of living to cope with unexpected natural disasters and improve the disaster response capacity of the whole society. However, from the viewpoint of school safety, the phase-free system remains an issue in the work of teachers