Improving School Management through Morality Education: From the Perspective of Curriculum Management

As many people are aware, the official curriculum guidelines announced in 2017 strongly pushed the concept of curriculum management. The result thereof will be seen in the competency-based curriculum. This is an issue that should be considered not with regard to the ability of each individual teacher, but rather as an issue of school management. However, we do not see many perspectives in actual schools for organically linking the improvements to classes by individual teachers with school management. This thesis explores curriculum management from the perspective of school management, as well as the result of linking the improvements to classes by individual teachers with school management and what is necessary to do that. Furthermore, we use the example of school management through morality education to consider the effects of curriculum management

Practical research fostering a Moral practical desire related to "international understanding, international goodwill": Through the guidance related to the content item C "respect for tradition and culture · attitude to love nationalities and local folk"

This research aims at nurturing Moral practical desires in the learning of content item C "international understanding and international goodwill" in special subject morality. While studying and associating the content item C "respect for tradition and culture · attitude to love the country and the community", practical examination was carried out at the fifth grade of the elementary school. The outcome was that we were able to organize the stage of development of moral practical desires and moral thinking to children through practice. The task is to practice at the elementary school lower grade or middle school year. It is a comparative experiment of whether or not the content items are related

Helping behavior viewed from the recipients’ standpoints : The judgment of elementary and junior high school students and implications for Moral Education

The purpose of this study is to clarify the helping behavior viewed from the recipients’ standpoints. A total of 533 elementary and junior high school students responded to our survey. The respondents were asked whether they want to be helped or not in following three situations: (1) you fall down; (2) you forget your homework; (3) you are crying behind the school building. As a result, we found that junior high school students generally want less helping behavior than elementary school students. For example, in situation 3, the elementary school students wanted to be helped, while most 8th- and 9th-grade students did not want to be helped. These results are useful in Moral Education to nurture the altruism.本稿は平成25-28年度日本学術振興会科学研究費（研究代表者：宮里智恵）の助成を受け，実施された研究の一部である

「特別の教科 道徳」の今とこれから

平成31年1月6日，於　広島大学大学院教育学研究科（広島大学東広島キャンパス）L 棟205号

Efforts of the Professional Development Program at Hiroshima University Towards Fostering Teachers as Continuous Learners : The Case of the Teaching Practice and Development Course

In 2016, the Graduate School of Education at Hiroshima University established the Professional Development Program for Teachers and School Leaders which consists two courses: The Teaching Practice and Development Course and the School Management Course. Focusing on the former, this paper examines its achievements and problems in the first year to develop some perspectives of models for graduate education toward fostering teachers as continuous learners. We discuss from the following four points: a collaborative learning between teacher and non-teacher graduate students; an effective way to learn the basic skills; a circulation of theory and practice; a triumvirate and learning environment on the realization of them.本研究は，JSPS科学研究費補助金基盤研究（B）（一般）「「学び続ける教員」を支えるアクティブ・ラーニング型教員研修プログラムの開発」（JP16H03765）の助成を受けている。本稿は，平成28年度日本教育大学協会研究集会で発表した内容を加筆・修正したものである

The Impact on Pupils' Altruistic Attitudes : a Comparison of the Effects of Direct Activity and Indirect Interventions.

The purpose of this study was to identify the impact on pupils' altruistic attitudes of participating in either direct experiential activity or indirect interventions. In the direct condition, 4th grade pupils interacted experientially with kindergarten children in naturalistic social settings; in the indirect condition, the older pupils read a story about social interaction to the kindergarten children and discussed it with them afterwards. Seventy 4th-graders took part. After they participated in one of the two conditions, the 4th graders completed a questionnaire that measured altruistic attitudes at three time points: before the intervention, immediately after the intervention, and one month later. The results are as follows. The 4th graders involved in the direct experiential condition maintained their scores on altruistic attitudes after the activity; those that were involved in the indirect condition, on the other hand, demonstrated reduced scores on altruistic attitudes following the intervention. The results are discussed and practical suggestions are made on ways of using moral education to encourage children to act altruistically towards one another