サンジゲン デジタル モデル オ モチイタ ヘンソクセイ コウシンレツ コウガイレツ カンジャ ノ コウゴウ ヒョウカ ニ カンスル ケントウ

【目的】Goslon Yardstickは片側性口唇裂口蓋裂患者の咬合状態から治療の難易度を評価する方法で，簡便かつ再現性が高いことから広く用いられている。しかし，評価に際し相当数の歯列模型を用いるため，その管理がしばしば困難となる。一方，三次元デジタルモデル（以下，3DDモデル）は石膏模型をデジタルデータに変換するため保存が容易であるが，デジタルデータより構築した画像は石膏模型とは異なった印象を受けることもある。今回我々は，石膏模型より作成した3DDモデルを用いてGoslon Yardstickによる評価を行い，口腔模型を用いた場合との差異について検討を行った。 【資料および方法】資料として，徳島大学病院矯正歯科を受診した片側性口唇裂口蓋裂患者37症例の石膏模型を用いた。それぞれの石膏模型をスキャニングし，3DDモデル（OrthoCAD，CADENT）を作成した。8年以上の臨床経験をもつ矯正歯科医4名が，石膏模型と3DDモデルをそれぞれ2回ずつ，5日以上の間隔をあけて評価を行った。評価はMarsらの方法に従った。また，評価の一致度を求めるために重み付きkappa値を算出した。kappa値は0.81～1.0をgood agreement，0.61～0.80をsubstantial，0.41～0.60をmoderate，0.21～0.40をfair，0.20以下をpoorとした。 【結果】石膏模型と3DDモデルについて評価者内でのkappa値はそれぞれ0.82～0.91，0.77～0.85となり，ともに評価は一致していた。このことから，石膏模型，3DDモデルのいずれを用いた場合でも評価の再現性が高いことが示された。さらに同一評価者内の石膏模型と3DDモデルの評価の一致度については，kappa値は0.75～0.86となり，石膏模型と3DDモデルにおける評価は比較的一致していた。一致していなかったものに着目すると，3DDモデルの方がGoslon Yardstickの値をやや高く評価する傾向にあった。 【考察】Goslon Yardstickの評価にあたって，3DDモデルの使用は石膏模型と比較しても遜色がないことが示された。三次元デジタルモデルを用いた片側性口唇裂口蓋裂患者の咬合評価に関する検

ガッキュウ ケイエイ ノ イメージ オ メイカクカスル ジュギョウ ニオケル インセイ ノ ヘンヨウ ノ ジッタイ

In this paper, we reported how graduate students changed their concepts on classroom management between before and after taking a lecture “Practical Methodology of Classroom Management”, which was one of lectures for students of the Special Teacher Training Course, Graduate School of Education（Professional Degree Course）, Naruto University of Education. The course is for students who just graduated to develop their teaching competency. Eight students were participated in the lecture. The lecture was held on the first semester of the graduate school, which had 1 orientation and 7 lessons. In the first and second lessons, students filled in pre−questionnaire which asked students about their ideal classroom management and the ways to embody their ideal concepts, and discussed the issues. In the 6th and 7th lessons, the students again filled in the same questionnaire（post−questionnaire）and discussed the issues. In 3rd, 4th, and 5th lessons cases of classroom management were introduced and explained intentions of the teachers who practiced the cases. To examine effects of the lecture, results were compared between pre− and post−questionnaires. Their answers on an ideal classroom management were classified into five categories : ＜safety＞, ＜act to themselves＞, ＜self−esteem＞, ＜connect to environment＞, ＜etc.＞. And their answers on the ways to embody their ideal concepts were classified into six categories :［support children to have a sense of safety］,［develop children’s ability to communicate］,［develop children’s basic life customs and rules］,［support children to have self−esteem］,［collaboration among teachers］,［collaboration with parents, guardians, and local community］. On the results of an ideal classroom management, numbers of answers classified into each category did not change. On the other hand, the contents of answers became more sophisticated and clarified. For example, an answer of a student about ＜act to themselves＞ changed from “each pupil participates in classroom activity and class” for pre into “each pupil is a main actor/actress” for post. On the results of the answers on the ways to embody their ideal concepts, numbers of answers classified into［support children to have a sense of safety］was most, and numbers of answers classified into ［develop children’s ability to communicate］and into［develop children’s basic life customs and rules］followed. Almost of all answers were in these 3 categories. Students would consider these 3 categories as a way for ＜safety＞. In fact, ＜safety＞ is the most important factor of classroom management. In the next year’s lecture, we’ll start to facilitate students to consider deeply what ＜safety＞ is for pupils and students in this lecture in the next year. We’ll also try to facilitate them to consider concrete means to guarantee ＜safety＞. And we’ll give them advice that［collaboration among teachers］and［collaboration with parents, guardians, and local community］are important factor to guarantee ＜safety＞

ガクセイ ノ ジュギョウ ジッセンリョク コウジョウ オ メザシタ Reask モデル ノ コウチク

筆者らの属する教員養成のコースにおいては，授業力向上のために模擬授業による授業実践の演習の他，マイクロティーチングを複数の教員による集団指導体制の合同ゼミで行っている。それらの演習やマイクロティーチングを通して，全体的な授業力の向上は見られるものの，教師主導の授業から脱しきれない状況がある。そこで，本研究では，児童の思考に寄り添った授業を行う力を育成することをめざすReaskモデル構築のための考察を行う。Reaskモデルとは児童の意見に対してその意見の背景や根拠，経験などを再度問うことであり，それにより児童の思考の深化を図ると共にリアリティのある学習を実現することができると考える。In this research the authors tried to construct the Reask model which aims to develop pre-service teachers’ teaching competencies, especially the competency to conduct thought of schoolchildren and deepen their learning. Reask in the model means re-asking on background, reason, and related experience of the children’s responses to and opinions about asking by a teacher. It is assumed that Reask would deepen children’s thinking and make their learning to the one with actuality. In special teacher training course which is one section of the graduate school of Naruto University of Education, the authors give lectures, exercises, and seminars to graduate students who aim to be a teacher. For their professional development, the authors give students microteaching lessons in which a team of members of the course teach, as well as exercises where students practice trial lessons. Protocols of students’ lesson showed that a series of microteaching lessons developed their teaching competencies as a whole, but that they tended to give a one-way lecture without opportunities for children to think deeply. The authors analyzed the protocols and elaborated the Reask model by considering expected re-asking in student’ classes

キョウイン ヨウセイ ニオケル アクティブ ラーニング オ ジッセン スル リキリョウ ケイセイ ノ ココロミ

This research reported our trial on professional development for students in teacher education to practice self-involved, interactive and deep learning, i.e., “active learning”. Undergraduate and graduate students participated in a workshop where they solved a task to learn a concept of “design thinking” in a group of four. After the workshop ended, students were requested to answer questions which asked whether they worked actively, interactively, creatively, and so on. The results of the questionnaire and video-recorded data showed that students worked actively and interactively. But they did not act creatively so much: They did not try to generate or externalize as many ideas as possible, and did not stimulate members to show their ideas who had limited chances to speak. To make certain of their development to practice active learning, students should receive lectures on related contents like design thinking, brainstorming, and facilitation should be given to them. Moreover, students should get feedback on their own activities in the workshop and experience similar workshops with reflection repeatedly

シュウキョウガ ノ カンショウ キョウイク カツドウ ニ ノゾム : ソノ ケイカク ウンエイ ト タントウ ガクセイ ノ ヘンカ

In 2009, we held an educational art workshop on stories from the Old Testament at the Otsuka Museum of Art in Naruto City. This workshop is one of the activities of N＊CAP（Naruto Children’s Art Park）. The purpose is for local children to become more familiar with and appreciate the art. During this activity, children showed interest towards the paintings related to biblical stories and showed no reluctance towards them, which was our initial concern. However there is some room for improvement such as increasing the motivation of the university students and allocating time properly for children to be focused throughout the workshop. These are the main points that can be improved. Using the improvement points from the 2010 workshop, we held another activity using the theme of the New Testament. This time, our coordinator only gave the university students the theme and let them delegate the activities. They let two students who were in charge of organizing the event handle all matters. These students improved the plan with their classmates taking into consideration previous workshops and carried out the plan on their own. They held a craft workshop making pseudo stained glass using vinyl sheets which is safer and easier for children to use. In this workshop, children showed no sign of fatigue, and enjoyed doing the crafts very much while completing work of their own. The high motivation of the students led to the success of this workshop. One of the benefits of this workshop is that the students were able to appreciate the paintings with a deeper perception. They are now able to seek out small details of biblical paintings of the Medieval Gothic Period and cherish the meanings of them.

若手保育者の環境構成力の形成過程に関する研究 : キャリアステージという観点から

We conducted semi-structured interviews of eight new early childhood educational teachers with 1-3 years\u27 experience, analyzing them under the Grounded Theory Approach. Participants learned the basic theory of environment creation in university classes and applied it through practical training with teachers. Over the long-term course of one year, they learned to respond flexibly according to the situation while actually creating environments with children in the field and considering the balance between environment creation and direct assistance. Colleague teachers\u27 presence in this process is valuable. However, they sense differences, such as relationships with other classes and other grades, and balance or conflict between independence and intention occasionally develop. Therefore, examining new teachers\u27 processes for forming environment creation ability is important for improving teaches quality

テレビ カイギ システム オ カツヨウ シタ ゲンショク キョウイン ケンシュウ ノ コウチク

鳴門教育大学は，「学び続ける教員」を支援し，地域の教育課題に対応するため，徳島県教育委員会並びに阿南市教育委員会，美馬市教育委員会と協力し，テレビ会議システムICTを利用した研修室）による教員研修を開始した。その結果，テレビ会議システムによる研修は，地理的環境や小規模校ゆえに研修参加・実施が困難な教員の研修を活性化し，教員が児童生徒と向き合う時間を確保しながら，研修の充実を図ることにもつながることが示された。さらに，校内研修や教育相談，各教科等の部会など既存の研修にテレビ会議システムを活用することにより，教科指導や生徒理解に関する専門的知見を得られたり，喫緊の教育課題についても即時的にアドバイスを受けたりすることができるなど，教員の資質向上を図る上で効果的であることが明らかになった。また，公開講座の配信によって，地域の社会教育の発展と充実に資する人材育成を図ることが可能になるなど，学校を支える地域の人材活用の推進にも資することが今後期待される。Naruto University of Education，in collaboration with Tokushima Prefectural Board of Education, Anan City Board of Education, Mima City Board of Education, has started teacher training with the Teleconference System (Training room using ICT) to support teachers who continue to learn and to cope with local education issues. As a result, training with the Teleconference System has been shown to revitalize the training of teachers who find it difficult to participate in training and implementation due to the geographical environment and small scale of schools, and it has shown that teachers can improve their training while securing the time to face the students. Furthermore, utilizing the Teleconference system for existing training, such as in-school training, educational counseling, and subject group meetings, teachers can utilize professional knowledge on subject guidance and student understanding, and can receive immediate advice on urgent issues. It has become clear that satellite training is effective for improving the abilities of teachers. Also, it is expected that it will contribute to the promotion and utilization of regional human resources supporting the school, such as being able to foster human resource that will contribute to the development and enhancement of local social education through delivery of open lectures