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This paper discusses the scope and focus of Jananese particle MO called \u27TORITATEJYOSHI\u27 and the functions of the particle on the semantic level. It has been said that MO has some gramatical functions called \u27TORITATE\u27. The usage of MO is mainly classified into 3types : (1) Also; Too \u27DOURUI/RUIKA\u27, (2) Even \u27IGAI/KYOUTYOU\u27, (3) Exclamation; Admiration \u27YAWARAGE/EITAN\u27. In Ito, it has been pointed out that those usage must not be discussed on the same level and proposed that (1) should be dealt with on the Semantic level and (2), (3) on Pragmaitc level. In this proposal, the study of the scope and focus plays very important roles. I will demonstrate the regulations of the scope and focus that MO indicates. This paper argues that (a) the scope equals to its Proposition and is immovable, (b) the focus varies in 3types depending on the relations of Proposition attached with MO and another Proposition such as (i) NP focus, (ii) VP focus, (iii) P (=Proposition) focus

A Report on Overseas Teaching Practicum by Graduate Students in Elementary/Secondary Schools in the United States （XII）

This paper reports on the overseas teaching practicum in the U.S., which was supposed to be the 12th time this year. Eight students joined this year’s program and they prepared for the practicum in the U.S. They met regularly to discuss the lesson plans and deepen their understanding on how to create a lesson and what scaffolding steps they should prepare for conveying messages to American children who know little about Japanese culture and having different background from us. Unfortunately, just a few days before the departure, we had to give up our visit to the U.S. since there was a high chance of a hurricane hitting the area we were to visit. Though we could not make our visit in September, instead we held a forum in November and exchanged discussion on the impact of the program to the participants and the schools which accept us. The details of the lesson plans and the forum are reported in this paper

Influence of Various Factors on Deterioration of Repaired Concrete Structures (2) : An influence by te difference in terms of repair

特集 都市基盤の安全とICUSの活

Development of unit for elective subject from fifth to ninth grade to improve cooperative creation (3)

本研究は, 「21世紀型の教科学力」の新たな観点としての「協同的創造力」の育成をめざして, 自分たちで新たな文化を創造する子どもを育てる協同的創造学習のあり方について実証的に研究を進め, 単元モデルと評価方法を開発することを目的としている。そこで, 教科学習を「協同的創造学習」としてとらえ直すとともに, 中学校での従来の選択教科の時間に加えて, 小学校第5・6学年合同の選択教科の時間を新設して「協同的創造力」を特化して育むことにし, 本年度は, 選択教科の単元モデルの充実・改善と評価方法の確立に取り組んだ。その結果, 選択教科において, これまで開発した単元モデルをより充実させたり, 新たな単元モデルを開発したりすることができた。また, 評価の観点を整理し, 子どもの意識調査やカリキュラム評価に継続して取り組むことによって, 子どもの思いを汲み取り単元を見直していくことができた。今後も必修教科と選択教科のつながりや関連性, 各学年の系統性を整理するとともに, 協同的創造力育成の手だてを整理し, 来年度に向けて, これまで培ったものを生かす新たな学習開発を模索していきたいと考えている