オオサカ ダイガク ニ オケル TA セイド ノ ゲンジョウ ト アリカタ ニツイテノ ホウコクショ TA RA アリカタ ケントウ ワーキング ホウコクショ

目次: 大阪大学におけるTA制度の現状とあり方についての報告書 p.1-18 / 大阪大学におけるTA制度の現状とあり方に関するアンケート調査について(アンケート依頼文)p.21-22 / 部局を対象としたアンケートにおけるアンケート項目と各項目への回答の要約(集計結果)p.23-34 / 教員を対象としたアンケートにおけるアンケート項目と各項目への回答の要約(集計結果)p.35-102 / TA経験者を対象としたアンケートにおけるアンケート項目と各項目への回答の要約(集計結果) p.103-154 / シンポジウム｢ティーチング・アシスタント制度とキャリア教育への展開｣ p.155-195 / 国立大学法人大阪大学ティーチング・アシスタントの受入れに関する規程 p.195-19

ホイクシ ヨウセイ シセツ ニ オケル ショウガイジ ホイク カモク キョウジュ ホウホウ ノ ヒカク ケントウ

保育士養成課程における、障害児保育で教授するべき内容は、障害の特性や障害のある子どもの保育の方法など非常に幅広いといえる。 障害児保育の教授方法や教授する際の工夫について共通点・差異点を比較検討するため、保育士養成施設を対象としてアンケート調査を実施した。アンケートの結果から、保育士、幼稚園教諭、看護師などの有資格者が、教授の困難さを感じつつ教授していることと、自分の所有資格を生かして、様々な方法で教えていることがわかった。この結果は、障害児保育の演習のあり方や教授方法を今後、具体的に検討していくための事前研究となった。Extensive knowledge is necessary to teach in the class of developmental handicapped child care. We investigated the teaching methods for handicapped child care, and some devices in teaching.It has been turned out, from the questionnaire surveys, that the teachers of various qualifications give lectures having some troubles and that they teach in various ways using their own special qualities

ホイク エンジ ノ シンタイ カツドウ リョウ ト セイカツ シュウカン ニ カンスル ケンキュウ マツウラ ミチオ キョウジュ タイニン キネンゴウ

In this study, we aimed to clarify the preschoolers\u27 physical activities in nursery schools, and examined which factors of life circumstances would affect the preschooler\u27s health and lifestyle by survey of their life habits. The subjects were 93 older (6 years old) male and female preschoolers of K nursery school in Tokyo and Y nursery school in a mountainous area of Yamaguchi Prefecture, and their guardians. The preschoolers\u27 heart rates were measured by heart rate monitors and the number of steps and the distance walked during their time in the nursery schools were measured by pedometers, in the summer and fall. The guardians answered questionnaires concerning the life habits of the preschoolers. The preschoolers of Y nursery school showed higher levels of heart rates and steps than the preschoolers of K nursery school in both seasons. For the average heart rate, Y nursery school had significantly higher values (p<0.001) than K nursery school in both seasons. These phenomena are considered to be due to the differences between the schools in their educational content and in the area of the premises. The average wake-up time of Y nursery school children was significantly earlier (p<0.001) than K nursery school, and the average bedtime of K nursery school children was significantly later (p<0.01) than Y nursery school. The average sleeping period of Y nursery school children was significantly longer (p<0.001) than K nursery school. These results suggest that the preschool located in the city area is characterized by habits such as a short sleeping period and a late wake-up time and bedtime, and the preschool located in the mountain area is characterized by a longer sleeping period and an early wake-up time and bedtime. However, the location of playing spaces did not show significant difference by area, probably because of the similarity of social backgrounds, including TV games, rather than environmental factors.Considering the health of preschoolers, emphasis on physical activities by playing outside and ensuring sufficient sleep are important factors