Class Proposals that Incorporate Language Activities in "Japanese Language（Logic）": A case of "To be" and "To do"（by Masao Maruyama）

高等学校学習指導要領（平成三十年告示）で新しく設置される選択科目｢論理国語｣では、「書くこと」に三割から四割強配当するよう明示されている。『「である」ことと「する」こと』（丸山真男）を使って、どのような「読むこと」「書くこと」の指導過程をとることで、効率よく「書く」力は高まっていくのかを考察した。「である」論理と「する」論理で現代社会を分析する文章を書かせた結果、以下の四つが提案できた。 ① 自分の問題として受け止められるような書くテーマを設定する。 ② 構成メモを使って、思考の枠組みを作成した後、生徒同士の相互批評を行う過程を踏んで、文章を書く。 ③ 「接続詞」の働きを取り上げたレッスンを組み入れる。 ④ 評価の観点を簡略化し、文章を評価してすぐ返却し、かつ文章を多く書く機会を設ける。New Course of Study for High Schools（2019）clearly states that "Japanese Language（Logic）" should assign about 30% to 40% of total teaching hours to "writing" . What kind of "reading" and "writing" instruction process will be followed by using "To be" and "To do"（by Masao Maruyama）to efficiently improve "writing" ability?　 As a result of having them write an essay that analyze modern society with the logic of "To be" and "To do": the following four proposals were made: ① Select a writing theme which is closely related to yourself. ② After creating a framework using the composition memo, students discuss and criticize the text "To be" and "To do" in pairs and then write an essay. ③ Incorporate lessons that deal with the function of "conjunctions". ④ Simplify the viewpoint of evaluation, evaluate sentences and return them immediately, and provide an opportunity to write many essays

Exploring Reading with Literature : A Case Study of Reading Katachi by Kikuchi Kan

「形」（菊池寛）は、中学校の教材として魅力的なものである。百年近く経っている小説であるにも関わらず、中学生には読む上で敷居が高くない。より深い読みのための方策として、明らかになった点を次にあげる。 原典である「常山紀談」との比較や、作者が伝えたかったことは何かという大きなテーマをペアやグループで話し合い、全体に発表する授業展開を取り入れた結果、グループ内で活発な議論がなされた上、質問カードの実施・交換により、さらに深い読みに通じていくものとなった。資料の作成においても、できるだけ簡単な一文でまとめさせ、わかりやすく、根拠のある説明がなされているかに気をつけさせた。その結果、曖昧なまとめ方をして資料を作成しているグループは、矛盾した点が指摘され、事前の資料作成に必要なことが認識された。 また、話し合いのテーマが「作者が伝えたかったこと」であったため、形の諸相がいろいろと出て、各グループの意見がすべて活かせたことが利点となった。教材の特質もあろうが、あまりテーマが一つに固定されてしまっては意見の相違がない。少しずつ違う意見が出る上、それをまとめていけば抽象化できる。Katachi by Kikuchi Kan is an attractive teaching material for junior high school students. A comparison of book reports by junior high school students written 8 years ago with those written this year revealed that students read this novel comfortably, without feeling awkward, even though it was written 100 years ago. In this lesson, I conducted several classroom activities such as a comparison with the original text Jouzankidan, group discussions on the author’s messages, and presentation of their interpretations. The students were engaged in an active discussion by exchanging question cards, which led them to deeper understanding of the text. In preparing presentations, the students were required to make it as simple as possible and provide enough evidence for their ideas. Ambiguous and inconsistent statements were pointed out while they were exchanging question cards, and this led to more careful reading

Deep Reading of Literary Works by Focusing on Changes and Contrasts

中学校2年生の定番教材である「夏の葬列」(山川方夫)「走れメロス」(太宰治) を取り上げて、何に着目することにより読み解けるのかを検証した。生徒にとって両者とも初読の時はストーリー展開や大げさな表現に意識がいってしまい、単純な話と受け取られがちである。しかし、登場人物の心情や考えの変化、情景描写の変化、人物形容の変化、登場人物間の対比、心象風景などに着目したところ、人間の変容を表現した話であることが理解できた。文学的文章を深く読み解く際に、変化・対比に着目することは有効であった。さらに、初読と学習後の振り返りをさせるワークシートも、生徒に読み解き方を認識させていくのに有効な方法である。Run, Melos! by Osamu Dazai and Funeral Procession of Summer by Masao Yamakawa, which are among the standard teaching materials for second-grade junior high school students, were used to examine what readers should focus on for comprehension. Students were inclined to regard both stories as being simple because they tended to pay attention only to the story development and exaggerated expressions in their first reading. However, they were able to understand the stories as showing character transformation by focusing on the changes in the characters’ feelings and their ways of thinking, and on the contrasts in the description of a scene, the characters, and their mental images. Focusing on changes and contrasts was effective when the students were trying to read stories deeply. Furthermore, a worksheet that makes students reflect on their comprehension after the first reading and then after the instruction was an effective method to enable students to understand how to appreciate the texts

A Systematic Approach to Identify the Features of Waka Poems

和歌は古典文学作品のほとんどにでてくるが、その学習目標はシラバスに明確に記載されていない。加えて、生徒にとって和歌を理解し鑑賞することは難しい。その理由の一つは、和歌はわずか三十一文字で構成されており、和歌に含まれる情報は十分とは言えないからである。また、和歌のメッセージは様々な修辞技法によって表現されているのも理由の一つである。本研究では、検定教科書の和歌を分析し、一つの指導アプローチが提案されている。具体的には、『伊勢物語』、『土佐日記』、『今物語』、『大和物語』、『源氏物語』、『無名抄』、『蜻蛉日記』、『紫式部日記』に含まれる和歌を①和歌のテーマ、②和歌の読み手と受け取り手の人間関係、③修辞技法の観点から分析した。その結果、以下のことが明らかになった。（１）和歌のテーマは多岐にわたっている、（２）和歌は様々な形式で詠まれている、（３）多様な修辞技法が用いられている。数多くの種類と形式の歌が教科書では扱われているため、生徒の理解を促すために、授業者は和歌の指導の際には明確な目標を設定する必要がある。加えて授業者は和歌を系統的にかつ段階的に提示して、授業をしていく必要があろう。Waka poetry appears in most classical works of Japanese literature, but it is difficult for students to comprehend and appreciate the poems. This is partly because a waka poem only consists of 31 syllables and therefore contains little information. Moreover, the message of each poem is often conveyed through various combinations of rhetorical techniques. In this study, waka poems in authorized textbooks are examined, and a teaching approach is suggested. More specifically, waka poems in “The Tales of Ise”, “The Tosa Diary”, “The Tales of Ima”, “The Tales of Yamato”, “The Tale of Genji”, “The Nameless Selection”, “The Gossamer”, and “The Murasaki Shikibu Diary” are examined in terms of their themes, the relationship between the sender and the receiver of each poem, and the rhetorical techniques used in the poem. This analysis raised the following points: 1) these poems cover a wide range of subjects; 2) they are written in various poetic forms; and 3) a variety of rhetorical techniques are used. Because many different types and forms of poems are presented in the textbooks, to improve students’ understanding of the poetry, it is suggested that the instructor set specific goals in teaching the poetry. In addition, the instructor should introduce the poems systematically and on a step-by-step basis

Reading education in actual reading situations

本稿では，全国実施の「学校読書調査」と勤務校での中学一年生対象の「読書実態に関するアンケート」の結果，学校図書館の貸出状況を踏まえ，その問題点として①自分の好きな傾向の本しか読まない。②軽い内容の娯楽的なものしか読まない。③不読者＝貸出数0の割合が全国平均より高い。④個の読書で，独りよがりの読み方，外に広がる読書ではないの４つを挙げた。読書教育の必要性を学習指導要領や行政の取り組みから確認した後，４つの問題点解決のために読書教育の実践とその効果を紹介した。Research into school reading was conducted nationwide and Hiroshima University Junior High School first-grade students were asked “about the reading reality, questioning,” and the state of lending in a school library. Four problems were identified: (1) The students only read popular books favored by their peers. (2) Entertaining books with light contents were preferred. (3) The percentage of first-grade students at Hiroshima University Junior High School with zero books borrowed from the school library was higher than the national average. (4) Reading was only pursued by individuals, but did not spread to outside activities. Based on the guidelines for teaching guidelines and administrative efforts, the necessity of reading education was confirmed. The practice of reading education and its effects were introduced to solve these four problems

Developing the Ability to Think : From Debate to Essay

私たちが提案したいのは、誰でもできる小論文指導である。そしてここにいう小論文指導とは、小論文を書くための指導ではない。小論文を書けるだけの力を育てる指導を目指しているのである。小論文を書くには、資料収集力・分析力等々の様々な力が必要で、そうした力を磨くことが、思考を鍛えることにつながる。どのようにすればそれが可能になるか、今回の実践で明らかになったのは次の点であった。まず、生徒を中心に据えること。学習活動の各ステップ毎に生徒自身に目標を持たせ、運営を任せる。学習活動の中身とその流れを分かりやすい形で示せば、生徒自身で進めることは十分可能である。ディベート、小論文という具体的な学習活動を置いたのも、そのためである。また、評価は、生徒の相互評価を中心にする。子どもにとっても評価する側に立つこと、相互理解の深まり等において予想以上に効果的であったし、教員の負担も最小限ですみ、むしろポイントを押さえた指導が可能になった。次に、多様な教員による指導を総合学習に位置づけることが、現状ではベストであろうということ。テーマの多様さを指摘するまでもなく、ものの見方、考え方を育てるためには多様な集団での指導が望ましい。また継続的な取り組みが必須のこうした学習は、限られた教科の時間数では望むべくもないが、総合的な学習であれば可能になる。個々の教員の指導力に依存しない形でのこうした小論文指導こそ有効であるという感触を得られたことは、大きな収穫であったといってよかろう

HLA-Haploidentical Peripheral Blood Stem Cell Transplantation with Post-Transplant Cyclophosphamide after Busulfan-Containing Reduced-Intensity Conditioning

AbstractAllogeneic hematopoietic stem cell transplantation (allo-SCT) using post-transplant cyclophosphamide (PTCy) is increasingly performed. We conducted a multicenter phase II study to evaluate the safety and efficacy of PTCy-based HLA-haploidentical peripheral blood stem cell transplantation (PTCy-haploPBSCT) after busulfan-containing reduced-intensity conditioning. Thirty-one patients were enrolled; 61% patients were not in remission and 42% patients had a history of prior allo-SCT. Neutrophil engraftment was achieved in 87% patients with a median of 19 days. The cumulative incidence of grades II to IV and III to IV acute graft-versus-host disease (GVHD) and chronic GVHD at 1 year were 23%, 3%, and 15%, respectively. No patients developed severe chronic GVHD. Day 100 nonrelapse mortality (NRM) rate was 19.4%. Overall survival, relapse, and disease-free survival rates were 45%, 45%, and 34%, respectively, at 1 year. Subgroup analysis showed that patients who had a history of prior allo-SCT had lower engraftment, higher NRM, and lower overall survival than those not receiving a prior allo-SCT. Our results suggest that PTCy-haploPBSCT after busulfan-containing reduced-intensity conditioning achieved low incidences of acute and chronic GVHD and NRM and stable donor engraftment and low NRM, particularly in patients without a history of prior allo-SCT

Effects of short-term pulmonary rehabilitation on exercise capacity and quality of life in patients with chronic obstructive pulmonary disease.

Although the rehabilitation of patients with chronic obstructive pulmonary disease (COPD) improves both exercise capacity and quality of life, a standard protocol for COPD patients has not been established. To clarify whether physiologic and quality-of-life improvements can be achieved by an inpatient pulmonary rehabilitation program 5 days per week for 3 weeks, 18 patients with COPD were enrolled in a rehabilitation program. The physical exercise training regimen consisted of respiratory muscle stretch gymnastics and cycle ergometer exercise training. Pulmonary function tests, an incremental ergometer exercise test, a 6-min walking test, and a quality of life assessment by the Chronic Respiratory Questionnaire were administered before and after the program. The peak VO2, an indicator of maximal exercise capacity, did not increase, although the 6-min walking distance, an indicator of functional exercise capacity, increased significantly after rehabilitation. There was a significant improvement in the quality of life in terms of dyspnea, fatigue, and emotional state. These findings suggest that even a 3-week program may be beneficial for COPD patients. Increases in functional exercise capacity, even without an increase in maximal exercise capacity, are helpful for reducing dyspnea and improving quality of life parameters in patients with COPD.</p