小学校社会科における「概念カテゴリー化学習」の授業構成 : 学習指導過程の構築の理論と実践

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

Development of the class in “global social learning” that became a focus on environmental issues : Make use of cooperation of the three affiliated elementary school

本研究は，グローバル化による環境面での影響に着目し，それが社会問題化する背景を探る一方，児童が環境問題の現状や要因をとらえ，人々に与える影響や解決策を考えられる方法を検討し，授業開発を行った。その結果，地球環境学の「関係価値」に着目することで，現代の環境問題に迫る初等社会科授業案を提示できた。また授業開発する視点として，①学習材や環境問題の焦点化，②関係性を含み込んだグローバル化に関する教育内容の設定，③学習内容における「関係性によって成り立つ事例」や「身近な地域の関係性に関する事例」の取り扱い，④地球環境問題と人々や自然との関係性を扱う位置づけ，の４点を明らかにした。 今後は，更なる授業開発・実践に取り組みながらその有効性を検証するとともに，３年間で積み重ねた知見を踏まえ，「グローバル社会学習」のカリキュラム構築にも着手していく。This study developed classes with a focus on influences of environmental aspects that the other side children grasp the state and factor, and considers the influences and solutions that impacted on people, one side we investigate the background of social problem. As a result, to focus on global environmental studies, it is possible to develop elementary school classes of social studies to approach the contemporary environmental problem. In addition, we suggest a perspective from which to develop classes: (1) Focusing learning material on the environmental problem. (2) Creating learning material on globalization and relationship. (3) Pursuing a case study consisting of relationship and case study about relationship of familiar place in learning contents. (4) Positioning to take up relationship between the global environmental problem and man and nature. Henceforth, we will verify the effectiveness of lessons while taking further the development and practice of classes and start creating curriculums of global social learning based on the theory that we have developed for three years

Study of Training Programs Designed for Teachers Providing Education in a Globalizing Society : The Development and Delivery of Lessons Based on Principles of Inclusive Teaching of Special Support Class Teachers and Normal Curriculum Teachers

本研究では，教育のグローバル化や共生社会の実現に向け，児童の個別教育ニーズに対応するための教員研修に着目し，教員間の共生関係や教師の力量形成につながる研修を実施した。研究の２年目にあたり，インクルーシブ教育研修を校内研修に位置づけ，その第１段階として異学級編成の集団における授業を実施した。その結果，特別支援学級と通常学級の教員の連携によって互いの専門性を生かし合いながら授業を行い，それぞれの児童実態の把握の仕方・捉え方の違いを検討すること，教科の指導については，学習したことを次の学習に生かしたり，生活に反映させたりするための視点について検討することを通して，成果と課題を得ることができた。This study investigated training programs designed to correspond to the demands of individual tutoring needs and the delivery of training programs. We aimed to enable teachers to develop stronger teaching skills as well as socializing ability with other teachers. In the second year, we set an inclusive educating training program as a staff training. At the first stage, teachers taught a class in a group of the different class organization. By teaching a class in which special support class teachers and normal curriculum teachers cooperated, emphasizing their ability and skills in their field, strong results and future tasks were clarified. The study examined how children are observed and recognized by each of the teaching parties, how children apply the method of learning obtained from one subject of study to another, and how children adapted the learned matter into real life situations

Review of global teacher lecture development training for the realization of symbiotic society: Taking into consideration the development of lessons in special support class and normal curriculum class can collaborate

本研究では，教育のグローバル化や共生社会の実現に向け，児童の個別教育ニーズに対応するための教員研修に着目し，教員間の共生関係や教師の力量形成につながる研修を実施した。研究の３年目にあたり，第２段階である複数学級編成の児童に対して，特別支援学級と通常学級の教員が協力して授業開発し，実践・協議を行った。その協議会では，授業における児童の学び合いやかかわりについての議論が中心となり，その代案ついても話し合いが行われた。また，授業者においても協議における多面的な見方・考え方から，新たな課題に気づくことができたことからも，研修の有効性を明らかにすることができた。今後の課題においては，児童の学び合いやかかわりについて，質を高めていく授業デザインを検討していく必要がある。This study focused on globalization and inclusive society by focusing on training programs designed to correspond towards demands of individual tutoring needs and conducting of training programs for teachers to develop stronger teaching skills as well as socializing ability between other teachers. In the third year of the research, special support classes and regular class faculty members cooperated with the second stage, multi-class organization children, to develop lessons, practice and consultation. Discussions on learning and engagement of students in classes focused mainly on discussions at the council, and discussions on alternatives were also held. In addition, it was possible for the lesson to clarify the effectiveness of the training also from being able to notice the new task from the multifaceted viewpoint and way of thinking in consultation. In the future tasks, we need to consider class design to improve the quality of learning and engagement of children

Practical Issues in Social Studies (Civics) for Learning Peace and Security: Focusing on Teaching Materials and Class Processes

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Canagliflozin and Cardiovascular and Renal Outcomes in Type 2 Diabetes Mellitus and Chronic Kidney Disease in Primary and Secondary Cardiovascular Prevention Groups

Background: Canagliflozin reduces the risk of kidney failure in patients with type 2 diabetes mellitus and chronic kidney disease, but effects on specific cardiovascular outcomes are uncertain, as are effects in people without previous cardiovascular disease (primary prevention). Methods: In CREDENCE (Canagliflozin and Renal Events in Diabetes With Established Nephropathy Clinical Evaluation), 4401 participants with type 2 diabetes mellitus and chronic kidney disease were randomly assigned to canagliflozin or placebo on a background of optimized standard of care. Results: Primary prevention participants (n=2181, 49.6%) were younger (61 versus 65 years), were more often female (37% versus 31%), and had shorter duration of diabetes mellitus (15 years versus 16 years) compared with secondary prevention participants (n=2220, 50.4%). Canagliflozin reduced the risk of major cardiovascular events overall (hazard ratio [HR], 0.80 [95% CI, 0.67-0.95]; P=0.01), with consistent reductions in both the primary (HR, 0.68 [95% CI, 0.49-0.94]) and secondary (HR, 0.85 [95% CI, 0.69-1.06]) prevention groups (P for interaction=0.25). Effects were also similar for the components of the composite including cardiovascular death (HR, 0.78 [95% CI, 0.61-1.00]), nonfatal myocardial infarction (HR, 0.81 [95% CI, 0.59-1.10]), and nonfatal stroke (HR, 0.80 [95% CI, 0.56-1.15]). The risk of the primary composite renal outcome and the composite of cardiovascular death or hospitalization for heart failure were also consistently reduced in both the primary and secondary prevention groups (P for interaction >0.5 for each outcome). Conclusions: Canagliflozin significantly reduced major cardiovascular events and kidney failure in patients with type 2 diabetes mellitus and chronic kidney disease, including in participants who did not have previous cardiovascular disease

Canagliflozin and renal outcomes in type 2 diabetes and nephropathy

BACKGROUND Type 2 diabetes mellitus is the leading cause of kidney failure worldwide, but few effective long-term treatments are available. In cardiovascular trials of inhibitors of sodium–glucose cotransporter 2 (SGLT2), exploratory results have suggested that such drugs may improve renal outcomes in patients with type 2 diabetes. METHODS In this double-blind, randomized trial, we assigned patients with type 2 diabetes and albuminuric chronic kidney disease to receive canagliflozin, an oral SGLT2 inhibitor, at a dose of 100 mg daily or placebo. All the patients had an estimated glomerular filtration rate (GFR) of 30 to <90 ml per minute per 1.73 m2 of body-surface area and albuminuria (ratio of albumin [mg] to creatinine [g], >300 to 5000) and were treated with renin–angiotensin system blockade. The primary outcome was a composite of end-stage kidney disease (dialysis, transplantation, or a sustained estimated GFR of <15 ml per minute per 1.73 m2), a doubling of the serum creatinine level, or death from renal or cardiovascular causes. Prespecified secondary outcomes were tested hierarchically. RESULTS The trial was stopped early after a planned interim analysis on the recommendation of the data and safety monitoring committee. At that time, 4401 patients had undergone randomization, with a median follow-up of 2.62 years. The relative risk of the primary outcome was 30% lower in the canagliflozin group than in the placebo group, with event rates of 43.2 and 61.2 per 1000 patient-years, respectively (hazard ratio, 0.70; 95% confidence interval [CI], 0.59 to 0.82; P=0.00001). The relative risk of the renal-specific composite of end-stage kidney disease, a doubling of the creatinine level, or death from renal causes was lower by 34% (hazard ratio, 0.66; 95% CI, 0.53 to 0.81; P<0.001), and the relative risk of end-stage kidney disease was lower by 32% (hazard ratio, 0.68; 95% CI, 0.54 to 0.86; P=0.002). The canagliflozin group also had a lower risk of cardiovascular death, myocardial infarction, or stroke (hazard ratio, 0.80; 95% CI, 0.67 to 0.95; P=0.01) and hospitalization for heart failure (hazard ratio, 0.61; 95% CI, 0.47 to 0.80; P<0.001). There were no significant differences in rates of amputation or fracture. CONCLUSIONS In patients with type 2 diabetes and kidney disease, the risk of kidney failure and cardiovascular events was lower in the canagliflozin group than in the placebo group at a median follow-up of 2.62 years

Development of social studies lessons to make students recognize the structure of a nation and a society adapting to globalization : In three attached elementary schools

本研究では,グローバル社会に対応した国家・社会の構造を認識する授業を構成するに当たり,本年度はグローバル化する社会を構造的にとらえること,経済のグローバル化に焦点を絞り各附属で授業開発と実践を行った。前者に関しては,先行研究やグローバル化によって生じた社会問題やその要因を整理・分析して考察した結果,既存の社会がグローバル化に伴って社会構造が変容する中で,主に経済・文化・環境面においてその影響が顕在化し社会問題にまで発展していることが分かった。本研究では,既存の社会がグローバル化によって,経済・文化・環境面で様々な課題が表出する社会を「グローバル社会」と規定した。後者に関しては,貿易の自由化による市場の拡大の影響を取り上げ授業化した結果,経済のグローバル化では,いかにアメリカの新自由主義に基づく資本主義経済の枠の中に適合し,標準化を勝ち得るかが鍵となる。そのために企業は,製品開発など,飽くなきイノベーションの追究が必要であることがわかった。今後は,文化・環境面の授業化に取り組みながらグローバル社会の構造を見直す一方,各領域に与えるグローバル化の要因について追究していきたい。This study describes the structurally globalizing society for the purpose of organizing lessons that make students recognize the structure of a nation and a society adapting to globalization by developing lessons focused on economic globalization, and implementing them in social studies at each attached elementary school. Regarding the society's structural globalization, this study reveals social problems affected by the process of transformation of societal structure due to globalization primarily in the economy, culture, and environment through a literature review and results of an analysis of social problems arising from globalization and their causes. On the basis of the results of lessons dealing with the effects of expanding markets, national globalization reveals the importance of increasing standardization corresponding to capitalist economies based on American neo-liberalism and the need to pursue innovation, such as corporate product development to achieve that standardization, I discuss the results' implications for developing lessons dealing with issues of culture and environment, to review the structure of a globalizing society, and to explore the effects of globalization in each field

Developing a class on “global social learning” with a focus on culture : Employing cooperation of the three affiliated elementary schools

本研究ではグローバル社会に対応した国家・社会の構造を認識する授業を構成するに当たり，今年度は文化のグローバル化に着目し，グローバル社会学習の授業開発を行った。成果は次の３点である。第１に，文化のグローバル化によって生じる問題を，文化の伝播と既存文化の関係から迫ることができた点である。文化のグローバル化は，急速かつ大量の物質的文化とともに制度的文化の伝播をもたらし，既存社会で吟味・再創される前に取り込まれた結果，既存社会の制度的文化の衰退を招いた。第２に，グローバル社会で既存文化を持続する手掛りを，文化のグローバル化の特徴や既存文化の特質から分析・検討できた点である。グローバル社会で既存文化を持続させるには，それに内在する普遍的・特殊的価値を世界が認める必要がある。そのためには，自国民が自国文化の価値に気づき，それを魅力的な文化として世界発信していく必要がある。第３に，文化に焦点化したグローバル社会学習の授業類型を示し，授業開発・実践できた点である。文化の伝播の方向性や既存文化の種類を焦点化することで「INPUT－伝統文化型」，「INPUT－現代文化型」，「OUTPUT－伝統文化型」「OUTPUT－現代文化型」の４類型を示した。We have developed a class based on global social learning, in which students can learn to recognize what national and social structures are related to the global society. This involved three areas. First, we recognized the problem of the globalization of culture, which we approached from the perspective of how global culture spreads and how it relates to the existing cultures. Second, to discover more regarding the preservation of existing cultures in a global society, analysis was undertaken to compare the characteristics of globalized culture with those of the existing cultures. Third, we showed types of global social learning where there were class development and class practice. We showed four types of learning: “INPUT: traditional culture type,” “INPUT: contemporary culture type,” “OUTPUT: traditional culture type,” “OUTPUT: contemporary culture type.