18 research outputs found
Developing a Systematic Subject Instruction Curriculum in Student Teaching Practice: Through the Development and Application of Rubrics
In the practical training at Hiroshima University, we provided practical training guidance using rubrics. Based on the appraisal of the apprentices based on the rubrics and analysis based on the descriptions in the questionnaire and the lesson plan, we found that the rubrics are an effective tool for clarifying the goals to be achieved in the initial stage of apprenticeship and the policies that apprentices should take
教育実習を充実させるための取り組み報告 : 教育実習指導Bの改善 <第2部 教科研究>
広島大学附属福山中• 高等学校において実施されている教育実習をより充実させるために,社会科として,大学と連携をとりながら様々な取り組みをおこなってきた。本稿では,教育実習指導I・II (現場における教壇実習)の準備として行われる教育実習指導Bについて,広島大学において教育実習に関して何が求められているか,そして教育実習生がどのような現状にあるかをふまえ,社会科がどのような取り組みを行っているかを報告する
Study on effective instruction method for student teaching (I) : Analysis of the trips in when the student teacher make a teaching plan
広島大学附属福山中・高等学校において実施されている教育実習をより充実させるために,教育実習指導Bと中高実習Ⅰ・Ⅱの効果的な指導方法を,3か年にわたり研究していく。この研究を行うことで,今まで指導教員の経験と直感に頼っていた実習生の取組課題に系統性を与えるとともに,指導教員の評価や助言も効果的なものにできると考える。1年次は,教育実習指導Bを受講した実習生が指導案作成のどの場面でつまづいているのかを調査するため,実習生へのアンケートをおこない,実習生が作成した指導案を分析した。その結果,多くの実習生が,教材研究の段階でつまづいていることが,明らかになった。また,実習Bの指導により,教材研究の段階から授業構成の段階へと,つまづき場面が変化していることも分かった。こうしたつまづきを克服するための,効果的な指導・助言といった手立ての研究をおこない体系化することが,今後の課題である。It lasts for three years and studies an effective instruction method of student teaching instruction B and training I, II to expand student teaching carried out in a high school in Fukuyama attached to Hiroshima University more. I performed the questionnaire to a trainee to investigate it which scene of the teaching plan making the trainee who attended student teaching instruction B tripped in 1 annual and analyzed the teaching plan that a trainee made. As a result, it was revealed that many trainees tripped at the stage of the teaching materials study. In addition, I understood that I tripped from the stage of the teaching materials study on a stage of the class constitution, and a scene changed by instruction of training B
Spatially resolved measurement of helium atom emission line spectrum in scrape-off layer of Heliotron J by near-infrared Stokes spectropolarimetry
1視線の観測のみで核融合プラズマ中のヘリウム近赤外輝線の発光分布を推定. 京都大学プレスリリース. 2022-09-26.For plasma spectroscopy, Stokes spectropolarimetry is used as a method to spatially invert the viewing-chord-integrated spectrum on the basis of the correspondence between the given magnetic field profile along the viewing chord and the Zeeman effect appearing on the spectrum. Its application to fusion-related toroidal plasmas is, however, limited owing to the low spatial resolution as a result of the difficulty in distinguishing between the Zeeman and Doppler effects. To resolve this issue, we increased the relative magnitude of the Zeeman effect by observing a near-infrared emission line on the basis of the greater wavelength dependence of the Zeeman effect than of the Doppler effect. By utilizing the increased Zeeman effect, we are able to invert the measured spectrum with a high spatial resolution by Monte Carlo particle transport simulation and by reproducing the measured spectra with the semiempirical adjustment of the recycling condition at the first walls. The inversion result revealed that when the momentum exchange collisions of atoms are negligible, the velocity distribution of core-fueling atoms is mainly determined by the initial distribution at the time of recycling. The inversion result was compared with that obtained using a two-point emission model used in previous studies. The latter approximately reflects the parameters of atoms near the emissivity peak
社会をクリティカルに読み解く力を育てる社会科公民授業の開発 : 小単元「景気と経済政策 : なぜ景気回復したのか?」の場合 <第2部 教科研究>
本校では,2009年度より「クリティカルシンキングを育成する中等教育教育課程の開発」という研究課題を掲げ,研究開発を実施している。学校全体での6力年一貫カリキュラムの中でクリティカルシンキングとしてどのような学力を育成しようとするのかという課題はここでは論じないとして,社会科は教科としてクリティカルシンキング育成のどの部分を担うべきなのか。本稿では,社会科で育成したいクリティカルシンキングを「社会をクリティカルに読み解く力」とし,それを育成する授業を開発する。なお,開発した授業は本校で実施している研究開発において新設された新教科「現代への視座」の中の高校1年で設定されている科目「社会科学入門」の授業案として開発,実践したものである
The Development of Teaching and Learning of Law-Related Education Concerning Ownership in Senior high school <Articles>
On the Spatial Uniformity of the Degree of Ionization in a Helium ECR Plasma Produced under a Simple Cusp Field
Production of a plasma that has a large degree of ionization (DOI), volume, and spatial and temporal uniformities is a challenge for the improvement of the performance of plasma-based vapor deposition processes. As a potential candidate for the discharge, we investigate plasma parameters arising in helium electron cyclotron resonance (ECR) discharges due to a simple cusp field. Two-dimensional distributions of helium atom emission-line intensities were measured using spectroscopy with multiple viewing chords and then de-convoluted by Abel inversion. The local plasma parameters, including the atomic density, were evaluated using collisional-radiative model analysis. The DOI calculated from the electron and atomic densities reached up to 35% and, in most of the region inside the ECR surface, it was more than 10%
Helium atom line-intensity ratios as an integrated diagnostic tool for low-pressure and low-density plasmas
The intensity ratios between specific pairs of helium atom (HeI) emission lines are functions of the electron temperature (Te) and density (ne), and these functions have been used for the analysis of Te and ne in various types of discharge plasma. We applied this method to a low-density (ne < 10¹⁸ m⁻³) plasma, where the procedure of the analysis is markedly different from that of higher-density plasmas. The 2¹S and 2³S metastable atom densities are affected by transport, making it practically necessary to set Te, ne, the metastable atom densities, and the optical escape factors, which represent the effect of photoexcitation, as unknown variables and determine them simultaneously. Conversely, the transport of metastable atoms can be evaluated from the analysis
Developing a Systematic Subject Instruction Curriculum in Student Teaching Practice: Through the Development and Application of Rubrics
A lesson plan to develop critical thinking in high school social studies (Ⅲ) : Case study of the unit on "Monetary Policy"
本研究では,批判的思考力を育成する高等学校公民科「現代社会」の授業開発を行った。まず,社会科における批判的思考力育成のための授業理論について考察し,授業で育成しようとする批判的思考力の具体的な学力像と,それを育成するための授業構成の方法について検討した。社会科において育成する批判的思考力を,社会的事象を論理的に説明するための思考力・判断力だけでなく,社会的事象をよりよく説明できる見方・考え方としての知識,さらにその知識を常に修正・更新しようとする態度も含んだ総体的なものと捉え,これを「社会をクリティカルに読み解く力」とした。そして,「社会をクリティカルに読み解く力」を育成するための学習方法として,子どもが授業を通して習得した社会の見方・考え方としての知識を使って,具体的な社会的事象を読み解いていくことで知識の有用性を検証し,また修正・成長させていく学習が有効であるとした。このような考え方に基づく具体的な授業試案として,高等学校公民科「現代社会」の小単元「日銀の金融政策」を開発し,提示した。This study develops a lesson plan in social studies to increase students' critical thinking. First, we consider the theory of increasing critical thinking in social studies lessons and examine how to construct the lesson plan. We define critical thinking to be, in social studies, as "the ability to understand society in a critical manner." We consider it effective for students to learn about events in society with the knowledge obtained in the lesson, examine the validity of that knowledge, and develop their abilities to understand society. To illustrate this procedure in the lesson, we developed the lesson plan for "Monetary Policy.