生涯発達と国語教育② : トラウマ回復における「自己物語の再編集」

本稿は、第124回全国大学国語教育学会広島大会での自由研究発表を改稿したものである

Consideration of DeSeCo’s Key Competency “Reflectivity”: Kegan’s scolarly comments in “Defining and Selecting Key Competencies”

In this paper, we reviewed the outline of Kegan’s contribution recorded in “Defining and Selecting Key Competencies” (2001) and considered “Reflectivity”. The following became clear. ① The third stage of the developmental stage is sufficient to meet the demands of traditional society. However, in order to survive the post-modern society, we need the fourth stage consciousness not only to distance from social pressure but also distance from our own inner powers, ideologies and fixed ideas will do. ② At school, present a challenging curriculum to students. Also, support for students to acquire the challenging curriculum is necessary. In other words, it is merely training to acquire skills and knowledge, as well as education for mental development and change. This can be said as the purpose of adult education and lifelong education

"SELF-AUTHORSHIP"が育つ国語教育の構想

内容の要約広島大学(Hiroshima University)博士(教育学)Doctor of Philosophy in Educationdoctora

Kegan、Baxter、Lowenthal の論考に基づくカリキュラムの指標案 : “SELF-AUTHORSHIP”が育つ国語教育カリキュラム開発に向けて

本稿は、平成28年1月に広島大学に提出した学位請求論文の一部を加筆修正したものである

ことばの発達支援を目指す２歳児親子クラブ活動の課題と展望

本稿は『平成28年度COC事業障がい者支援領域成果報告書』における「のびのびくらぶアンケート」調査結果に考察を試みたものです

Environment Improvement for Promoting Exchange Activities and Collaborative Learning: Building the Inclusive Education System

インクルーシブ教育システムの構築において，鍵となる取り組みの１つとして交流及び共同学習が挙げられる。交流及び共同学習に関する研究はこれまでも多く実施されているが，これを推進していく上での課題として，「実施相手校の意識・理解について」「実施相手校の受け入れ体制について」「交流先の学級の担任や児童生徒の理解について」といった，交流する教員や児童生徒間の共通理解に関する課題が挙げられている。特に教員間の共通理解に関する課題の原因には，打ち合わせの時間の無さ，担当者の変更のため積み重ねができないこと，相手校の授業数確保の問題などが挙げられており，教員同士の交流の機会が少ないことが窺える。このことは対象児童の個々のニーズの把握の難しさへとつながる。そこで本研究では，これまで実施されてきた交流及び共同学習や関連する授業実践の好事例を概観することにより，インクルーシブ教育システムの構築を目指した交流及び共同学習の推進に向けた環境整備の在り方について考察した。その結果，児童生徒の実態把握や支援の充実のためには校種間を超えた教員間の連携を推進することが重要であり，そのためには，地域や保護者を巻き込んだコラボレーションとコンサルテーションを生かした連携の充実，連携モデルによる実践研究・交流の実施が重要であることが分かった。The field of the Exchange Activities and Collaborative Learning is one of the key approaches to promote the Inclusive Education System. Although many research studies on this topic have been conducted, the following problems “awareness and understanding of partner schools,” “counterpart schools’ preparedness of accepting students with disabilities,” and “understanding of students with disabilities by regular classroom teachers and students” still remain, which are the issues of common understanding between regular classroom teachers and students who exchange. Particularly, the causes of limited common understanding among faculty members include (a) lack of meeting time, (b) limited accumulation of strategies to teach this field due to staff reassignment, (c) difficulty with securing the number of classes at the counterpart school, and (d) the limited exchange opportunities among faculty members. This leads to the difficulty of grasping individual needs of students with disabilities and without disabilities who exchange each other. Therefore, the current study summarizes how to improve school environment to promote the Exchange Activities and Collaborative Learning aimed at constructing the Inclusive Education System by analyzing good practices of the Exchange Activities and Collaborative Learning and related lesson practices that have been carried out. As the result, it was found to be important to promote strong collaboration among teachers beyond the type of schools in order to better grasp educational needs of students, to lead collaboration and consultation among different stakeholders such as teachers, specialists, parents and students, and community members. It was also found to be important to enhance utilization of cooperation to implement practical research studies and exchange via a cooperation model which fits with the current status of the Exchange Activities and Collaborative Learning conducted locally

Child-rearing Support with Collaboration between Municipalities and Hiroshima Universities: A Parent and Child Classroom to Support the Development of Language

本稿は、広島大学「地（知）の拠点大学による地方創生推進事業（大学COC 事業）」障がい者支援領域における、未就園児を対象とした子育て支援活動「のびのびくらぶ」の実施報告である。本活動は自治体と連携し、１歳半健康診査で「要経過観察」と判断された幼児とその保護者を対象としている。平成28年度は、計16回の活動を実施した。参加親子は各期５組、計10組20名であった。活動の企画・運営には本学学生ボランティア17名が参加した。参加した保護者10名のうち８名が「ことばの発達」に不安を抱いていると事前調査で回答していた。そのため、活動に絵本の読みあいを取り入れ、学生と参加児で自由に読みあうことを試みた。自治体との連携は、各期開始前後の打ち合わせ、毎回の活動後の振り返りおよび学生へのフィードバック、自治体主催の親子クラブへの学生参加、年度終わりの総括会議などを行った。This paper is a report of FY 2016 implementation of child rearing support activities for prekindergarden children in Hiroshima University“ Program for Promoting Regional Revitalization by Universities as Centers of Community : COC”. This activity cooperates with municipalities and covers infants and their guardians who have been judged to be “required follow-up observation” in medical examination for 1 year and a half. This activity is in collaboration with local governments, and infants and their parents who are judged to be “required follow-up” in health examination for 1 and half years are participating. In FY 2016, a total of 16 activities were conducted. Participating parents and children were 5 pairs in each period, totaling 10 pairs of 20 people. 17 student volunteers from our university participated in the planning and operation of activities. In the preliminary survey, eight of the 10 parents who participated answered that they were concerned about “children’s development”. For that reason, we took reading of the activity picture book and tried reading freely with students and children participating. Collaboration with municipalities was conducted before and after each activity, each activity was handed over to the students, and feedback was given to the students. Students also participated in parent-child clubs sponsored by municipalities and held general meetings at the end of the year

Things to Change College Students’ Consciousness by Stories from Family Members of People with Intellectual Disabilities: From the Questionnaire Analysis in Classes Targeting Students at Faculty of Education

本稿では，本学教育学部１年次生を対象とした教養ゼミ（講義型）において，障害のある子どもの保護者による当事者参加型授業を実施し，その効果について検討した。障害（者）に対する理解を測る質問紙を用いた分析の結果では，［保護者の思い］を聞くことで，障害（者）理解への新たな視点を得られたことが明らかになった。受講学生に対して「今あるいはこれから自分にできると思う取り組み」について質問し，質的分析を行った。結果から，［障害者とのかかわり方］［障害（者）についての認識］［持続的探求］が抽出された。障害のある子どもの保護者による教育学部１年次生への授業は，将来，教育に携わろうとする学生にとっては，障害（者）の理解に加え，自分が今後取り組むべきことがより教育と結びついた形で明確になったと推察された。In this study, a lecture with active participation of parents of children with disabilities was held in a lecture-type educational seminar for the freshmen of the department of education and its effectiveness was examined. The results of the analysis of the questionnaire designed to measure the degree of understanding of disabilities and people with disabilities revealed that students had acquired a new perspective for understanding disabilities and people with disabilities by listening to the parents’ thoughts and feelings. The students who attended the class were asked about what they thought they could do at present or in the future, and the results were qualitatively analyzed. “How to interact with people with disabilities,” “recognition of disabilities and people with disabilities,” and “sustainable exploration” were extracted from the results. It was speculated that the class with active participation of parents with children with disabilities helped the students planning to be engaged in education in the future to clarify what they should do in the future in relation to education as well as understand disabilities and people with disabilities