アルコール依存症者の飲酒欲求につながる感情体験の分析

13301甲第4198号博士（保健学）金沢大学博士論文本文Full 以下に掲載：金沢大学つるま保健学会誌 38(2) pp.1-10 2014. 金沢大学つるま保健学会. 共著者：木原 深雪, 北岡 和

アルコール依存症者の飲酒欲求につながる感情体験の分析

13301甲第4198号博士（保健学）金沢大学博士論文要旨Abstract 以下に掲載：金沢大学つるま保健学会誌 38(2) pp.1-10 2014. 金沢大学つるま保健学会. 共著者：木原 深雪, 北岡 和

ショウガッコウ タイイク ガクシュウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ : ドウガ チエン サイセイ ソウチ オ カツヨウ シタ オヤツ オ ツクロウ デ センタク シタ ウゴキ ノ シュウセイ

This is a continuing study aimed to devise a learning support software aiding primary school teachers to teach physically expressive movements in elementary P.E. class and to investigate its effectiveness by studying the educational materials taught for 6 years in elementary P.E. class. This time, we examined how learners modify and create a cluster of movement phrases by utilizing the device which automatically run back and play the Software ("Let\u27s make refreshments"). The device (Ratoc system) is an equipment which put images recorded on videotape into the computer, and automatically play the software after a fixed amount of time (in this study, 1minute). The equipment allows learners to make progress with their studies in the way that they stand in front of a video camera and do whatever movements they choose and then check the movements after 1minute without operating the video camera and computer. How learners utilized the device was analyzed by playing the video recorded on computer. The device was used in the second and the fourth classes within four classes as a whole. The evaluation items were such as "change in level," "change in spatial extension," "change in speed," "additional movements," "repetition," and "composition of the work (start/middle/end)." The result is as follows :1. The number of times that the learners used the device was 6.6 times on the average in both the second and the fourth classes. As the learners used the device 6.6 times on the average in 25 minutes exclusive of 10 minutes for introduction and 10 minutes for presentation of the works at the end of the class, it was clear they worked positively.2. The learners mainly selected and chose the new movements according to the content of the expression.3. As for the "change in level," "change in spatial extension" and "repetition," the learners evaluated positively as they answered that they understood well and modified the selected movements.4. As for the question "whether the qualities of refreshment were expressed," the learners evaluated positively as they answered that they selected the movements as they wanted.5. As for the composition of the work (start/end), the learners could not evaluate very well. And also, as for "change in speed," it became clear that both understanding and practice were difficult for them, and they did not know how to choose the movements and modify them

ショウガッコウ タイイク ガクシュウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ ドウガ チエン サイセイ ソウチ オ リヨウ シタ ソフト オヤツ オ ツクロウ ノ カツヨウ ニツイテ

This is a continuing study aimed to devise a learning support software aiding primary school teachers to teach physically expressive movements in elementary P.E. class and to investigate its effectiveness by studying the educational materials taught for 6 years in elementary P.E. class. This time, utilizing the Software ("Let\u27s make refreshments") and the device which automatically run back and play the software on PC, the study is to examine how learners use the software, in other words, how they compose movement phrases or modify them. The questionnaires as to preferences for expressive movements and the other matters were carried out to the students before each unit of teaching materials and after every class. The students answered in four grades, "strongly agree" "agree" "not agree" "completely disagree." The results can be summarized as follows : 1. 100% of students had experiences in creating expressive movements, and 86.2% of them answered they like the expressive movements. 2. The students changed their answers from "agree" to "strongly agree" in the investigation carried out before and after each unit of teaching materials, and the significant differences (1% level) were found. Through this result it is clear that the students actively learned expressive movements. 3. The student actively utilizes the device which automatically runs back and plays the software on PC, and they modified their movements especially in height, speed and expanse

ショウガッコウ タイイク ガクシュウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ : ドウガ チエン サイセイ ソウチ オ リヨウ シタ ソフト ムシ ノ クニ エ イコウ ノ カツヨウ ニツイテ

国立情報学研究所『研究紀要公開支援事業』により電子化

ショウガッコウ タイイク ジュギョウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ キョウショク ケイケン ノ オオイ シドウシャ ニオケル ソフト シゼン ノ チカラ ノ シヨウ コウカ ニツイテ

The aim of this study is to devise a learning support software aiding primary school teachers to teach physically expressive movements in elementary P.E. class, which usually tends to be seen as difficult among P.E. teachers, and to investigate its effectiveness. An experimental class was held by using the pilot learning software, called "Power of Nature," which is designed to be suitable for teaching the higher graders of elementary school in P.E (expressive movements) class. In the experimental class, 30 children were divided into six groups, and asked to state their thoughts after each unit of teaching materials and after every class. Each group performed their works, which were recorded on VTR. The movement data were examined, firstly classified based on the components, either single or consecutive, and on the structures of the works. Then single movements were analyzed in terms of four elements: the physical parts, the basic movements and the physical level. The results can be summarized as follows: 1. 34.6% of children had experiences in creating expressive movements until the fourth graders whereas 65.4% of them had no experiences. They worked on the assignments positively and the significant differenceswere not found irrespective of their experiences. 2. The significant differences (ρ<.05) were found in such headings before and after the unit "Expressive Movement": "Hit on movements when given themes," "Hit on many scenes when given themes," "Find varieties of movements suitable for one\u27s own images," "Move well without feeling shy" and "Find good qualities of own movements and works." 3. In creating works, each group chose 4.8 single movements on average and 30 consecutive movements in total. As for spatial structures, even though every group thought out very well, circular, scattering and whirling formations were especially prominent. 4. As for the animated software used in the Expressive Movement class, up to the third class all (100%) children replied either "very useful" or "useful." In the fourth class, they replied either "not useful" (10.7%) or "not useful at all" (4.0%). The data indicate that as they became to create movement images by themselves without the support of the animated software as the classes proceeded. 5. As for the single movements that children chose, rotating and jumping movements were prominent. It shows that they judged such movements were the most appropriate to express transcendental power of Nature which was the theme in the Expressive Movement class.著者名表記「Omoto Saya」は「Omoto Aya」の誤植

ショウガッコウ タイイク ジュギョウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ キョウショク ケイケン ノ オオイ シドウシャ ニオケル ソフト シゼン ノ チカラ ノ シヨウ コウカ ニツイテ

The aim of this study is to devise a learning support software aiding primary school teachers to teach physically expressive movements in elementary P.E. class, which usually tends to be seen as difficult among P.E. teachers, and to investigate its effectiveness. An experimental class was held by using the pilot learning software, called "Power of Nature," which is designed to be suitable for teaching the higher graders of elementary school in P.E (expressive movements) class. In the experimental class, 30 children were divided into six groups, and asked to state their thoughts after each unit of teaching materials and after every class. Each group performed their works, which were recorded on VTR. The movement data were examined, firstly classified based on the components, either single or consecutive, and on the structures of the works. Then single movements were analyzed in terms of four elements: the physical parts, the basic movements and the physical level. The results can be summarized as follows: 1. 34.6% of children had experiences in creating expressive movements until the fourth graders whereas 65.4% of them had no experiences. They worked on the assignments positively and the significant differenceswere not found irrespective of their experiences. 2. The significant differences (ρ<.05) were found in such headings before and after the unit "Expressive Movement": "Hit on movements when given themes," "Hit on many scenes when given themes," "Find varieties of movements suitable for one\u27s own images," "Move well without feeling shy" and "Find good qualities of own movements and works." 3. In creating works, each group chose 4.8 single movements on average and 30 consecutive movements in total. As for spatial structures, even though every group thought out very well, circular, scattering and whirling formations were especially prominent. 4. As for the animated software used in the Expressive Movement class, up to the third class all (100%) children replied either "very useful" or "useful." In the fourth class, they replied either "not useful" (10.7%) or "not useful at all" (4.0%). The data indicate that as they became to create movement images by themselves without the support of the animated software as the classes proceeded. 5. As for the single movements that children chose, rotating and jumping movements were prominent. It shows that they judged such movements were the most appropriate to express transcendental power of Nature which was the theme in the Expressive Movement class.著者名表記「Omoto Saya」は「Omoto Aya」の誤植

ショウガッコウ タイイク ジュギョウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ : キョウショク ケイケン ノ スクナイ シドウシャ ニオケル ソフト シゼン ノ チカラ ノ シヨウ コウカ ニツイテ

国立情報学研究所『研究紀要公開支援事業』により電子化。著者名表記「OMOTO Saya」は「OMOTO Aya」の誤植