教授行為の意図に関する教員志望学生の認知 : 熟練教師との比較から

本研究は，教員志望学生が授業観察において授業者の教授行為の意図をどの程度認知できるか，またその認知にはどのような特徴があるかについて明らかにするための試行的な調査を行い，熟練教師の結果との比較から検討を行ったものである。その結果，学生における教授行為の意図の認知は，熟練教師に比べ量的に少ないことが示された。また，学生の認知の特徴として，①目に留まった教授行為を断片的にとらえる一方で，本時の展開に沿って主要な教授行為の意図を読み取ることに困難がみられること，②着目する教授行為が授業者の発言，なかでも「問いかけ」に偏っており，質的なバリエーションが少ないこと，③認知された意図の内容が子どもの学習とどうつながるのかが明瞭でないものがあることが見いだされた。In this study, we conducted a trial investigation to clarify how much level preservice teachers could recognize the intention of teaching-behavior of the teacher in lesson observation and what kind of characteristics there were in the cognition, and examined it through the comparison with the result of the expert teacher. As a result, it was shown that there was quantitatively less cognition of intention of teaching-behaviors in preservice teachers than the expert teacher. In addition, the following characteristics about the cognition of preservice teachers were found: 1) Preservice teachers had difficulty in recognizing the intentions of main teaching-behaviors along the lesson flow while they fragmentarily recognized the teaching-behavior that caught their eyes. 2) Preservice teachers paid much attention to speech of the teacher, especially "questions" and had few qualitative variations of teaching-behaviors on recognizing the intention. 3) Preservice teachers had some recognized intention which was not clear how those contents are linked to the learning of pupils

Development of the WBL System to Complement Lectures for Teacher Professional Development

In this study, a Web Based-Learning system to complement lectures for teacher professional development was developed and evaluated by five points of view. The WBL courses using prior inference task were developed by Mashiko (2001) to exploit the lectures. The system including the courses had three function modes, (1) administrator mode, (2) learners mode and (3) instructor mode, are integrated using RDBMS. The learners estimated usefulness and practicability of the system for professional development of teachers especially the interaction in the online asynchronous forum with the face pictures of learners was valued.International Conference on Computers in Education (ICCE\u2702) , december 3-6, Auckland, New Zealan

英語授業の教授言語 : 過去３０年の日本語使用と英語使用の傾向

本研究の目的は，英語教師の教室教授言語（instructional speech ［IS］，日本語と英語による教育的支援）を現在（２０２０年）と過去の２時点（１９９０年初頭と２０１０年代初頭，前者はコミュニカティブ教授法の初めての導入時期，後者は高校の原則英語授業の導入時期）で比較し，そのパターンを同定することである。中学高校の３名の教師の発話から１単元分が収集され，Kaneko（１９９２）及び表（２０１１） の結果と比較された。分析では，(1)日英 IS 比の比較，さらに(2) Ellis（１９８４）の教授目標の３区分に基づくカテゴリ化を用いて IS の機能が比較された。その結果，時代を追う毎の日本語減少の傾向に加え，言語別の発話機能のパターンにも違いがみられた。これらの結果から過去３０年間の教育目標 の変遷を基に教授日本語をどのように洗練させ，また教授英語をどう拡充するべきかについてのいく つかの示唆を得た。This paper aims at a brief observation by comparing English teacher s instructional speech (IS, an instructional support in English and Japanese) of the present time (2019) with the past two times (three decades ago, the timing of the advent of the communicative teaching method, and a decade ago when the policy of English only in the English classroom was introduced). Data collected from three ISs through one course unit at the level of junior and senior high school were compared with Kaneko (1992) and Omote (2011). Analyses were conducted twofold: first, (1) to compare the ratio of instructional Japanese speech to instructional English speech, and then, based on the three pedagogical goals in the classroom (Ellis, 1984), (2) to compare the function of the IS. Results revealed an association between the pattern of the three goals and the IS ratio, as well as the tendency of decreased Japanese speech over time. The findings suggest that the pattern (teacher s behaviour in the Japanese and English utterances) might have changed in some way or another, as the educational goal in English instruction trends for the past thirty years. Implication was presented about how teachers should refine instructional Japanese and expand instructional English

モホウ ニヨル ガクシュウ デ ガクシュウ イヨク オ タカメル コト ノ ユウコウセイ ノ ケントウ : ショウガッコウ 6ネンセイ コクゴカ ノ ジュギョウ オ トオシテ

The goal of this study is to find a method for enhancing the learning motivation of undermotivated pupils in elementary school. To this end, the effectiveness of the groupuscule learning method involving imitation was examined in the context of a national language class. The undermotivated child due to poor reading and comprehension skills learned reading with two highly−motivated children having good reading and comprehension skills. She was urged to imitate the ideas of group members if she had difficulty in reading. The rate of raising a hand（to present her ideas）and the frequency of whispering were measured in six lessons and compared with the values of baseline to estimate her change in the degree of motivation for learning. The results showed this groupuscule learning method involving imitation had enhanced her motivation for learning of reading. This effect seemed to suggest that the undermotivated child had imitated both of the thinking process and attitude for learning of highly−motivated members through the group learning and consequently she began to understand learning contents and improve the attitude for learning

ソウサテキ シコウ ニヨル エンエキ スイロン ノ ソクシン : チシキ ノ ケンショウ ニヨル ガクシュウ モデル ノ テイアン

小・中学校の科学教育において，科学的に探究する能力を育てるには，演繹推論と帰納推論をともに発達させる必要があると考えられる。しかしながら，理科や数学科，社会科における教科書の記述内容からは，この段階の科学教育では帰納推論に基づいた学習活動に偏っている傾向が認められた。そこで，本稿では学習者の演繹推論を促す学習活動を提案することを目的とする。 先行研究に基づき，操作的思考を促された学習者の問題解決の過程を検討したところ，これらの学習者は科学的知識を構成する概念間の関係を明確に理解し，経験的に構成されたメンタルモデルを抑制して科学的知識を前提とする演繹推論を働かせていることが示唆された。このことを踏まえて，科学的知識から導かれる必然的な帰結や，実験や観察，調査などの事実から知識の蓋然性の検証を要するプロセスを組み込んだ学習活動として「知識の検証による学習」モデルを提案した。In science education of elementary and junior high school, the development of deductive and inductive reasoning seems to be necessary for acquisition of the ability for scientific inquiry. However, it was shown that the learning in these educational stages tended to be biased toward inductive reasoning from the analysis of textbooks of science, mathematics and social study. Therefore, the aim of this paper is to propose the learning model that promotes learner’s deductive reasoning in science education. Examining the processes of problem solving of learners that were trained to operational thinking, these learners seemed to use deductive reasoning that was premised scientific knowledge by clear understanding of the relation among concepts in scientific knowledge and control of their mental models empirically constructed. Based on these results, we proposed the ‘learning through verification of knowledge’ model that introduced the process of verifying the inevitable result derived from scientific knowledge and the probability of knowledge through the fact that obtained in experiments, observations and surveys

ガイネン チズ オ カツヨウシタ シコウ シエン ノ アリカタ

The purpose of this study was to propose the way of instructional design of a history class in an elementary school that used the concept map as a tool for enhancing the thinking ability. The points of design were derived from the preliminary investigation of using a concept map for children, and the teaching matters and strategies concerning each point were formulated and put into practice in school. The results indicated that the knowledge structurization or re−construction of children were facilitated with using the designed concept map in classes, and the task composition on the topic of “Recommendation of a person who holds the reins of government” was improved according to the progress of lessons. Therefore, we concluded that the instructional design in this study was generally effective for the formation of social recognition of children

専門高校生徒における英語の苦手意識の形成過程と学習方略 : 計量テキスト分析と質問紙法による探索的検討

本研究では，公立工業系高校の生徒を対象として，英語の苦手意識の形成過程並びに英語学習に関わるマインドセットやメタ認知的方略利用の状況について調査を行った。1年生33名の自由記述回答の計量テキスト分析からは，中学校初期段階における語彙学習のつまずきがきっかけとなり，その後に続く教材の長文化に伴う文法事項の難化が英語の苦手意識を形成・強化する可能性が示された。さらに，リッカート尺度型質問紙法の結果では，英語学習に肯定的な印象を持つ生徒の方が否定的な印象を持つ生徒より成長型マインドセットが強い傾向にあること，英語の成績の高い生徒の方が低い生徒よりも成長型マインドセットを持つ傾向が強く，かつメタ認知的方略をより頻繁に用いていることが見いだされ，専門高校の生徒にとってもマインドセットとメタ認知が英語の学習成果改善に要となる可能性が示唆された。This article describes how public technical high school students develop negative attitudes and use their mindsets and metacognitive strategies towards learning English. This research involved quantitative text analysis of 33 first year studentsʼ free response answers. The results indicated that vocabulary learning failure in the first year of junior high school could discourage their willingness and lead to the negative attitudes to study the language through more difficult grammar points from longer texts in the successive years. Additionally, the results from a Likert scale questionnaire showed a tendency that students with positive attitudes towards learning English had stronger growth mindsets than those with negative attitudes, that high achievers had a stronger growth mindset than underachievers, and that the good grade students used metacognitive strategies more frequently than their low-grade counterpart. These findings suggest that specialized high school studentsʼ mindsets and metacognitive strategies may play a critical role in improving their English learning achievement

Incidence of central serous chorioretinopathy (2011–2018): a nationwide population-based cohort study of Japan

国の診療報酬請求データベースを用いて特殊な網膜剥離の発症率を明らかに --NDBオンサイトリサーチセンター（京都）を活用した初の成果--. 京都大学プレスリリース. 2021-07-19.[Aims] The aim of this study was to elucidate the epidemiological background of central serous chorioretinopathy (CSC), including its incidence and treatment pattern. [Methods] This was a population-based longitudinal cohort study using a nationwide health insurance claims database of the Japan Ministry of Health, Labour and Welfare (MHLW). As Japan employs universal health coverage, the database covers more than 95% of claims issued in Japan. We accessed all data stored in the database with permission from the MHLW. We traced all individuals aged 30 years or older and identified individuals with new onset of CSC between January 2011 and December 2018. CSC cases were categorised by age and sex for each year, and incidence rate was calculated. We also identified major treatments for CSC to elucidate the initial treatment pattern. [Results] During the 8-year period, 247 930 incidences of CSC were identified, among which 75.9% were men. The crude incidence rate (per 100 000 person-years) in the general population aged 30 years or older was 34.0 (95% CI 33.9 to 34.2), in men was 54.2 (95% CI 53.9 to 54.4) and in women was 15.7 (95% CI 15.5 to 15.8). The mean age of onset was lower in men than in women (50.5±12.5 years vs 54.7±13.5 years). Most of the patients with newly diagnosed CSC (86.8%) did not receive major treatment. [Conclusions] The current study provides the nationwide population-based evidence to clarify the detailed epidemiology of CSC. These results could help to understand the pathogenesis and mechanisms of CSC in the future

Prediction Model of Amyotrophic Lateral Sclerosis by Deep Learning with Patient Induced Pluripotent Stem Cells

Deep LearningとALS iPS細胞を用いた疾患予測テクノロジー --人工知能のALS検知・診断への応用--. 京都大学プレスリリース. 2021-02-24.Deep learning amyotrophic lateral sclerosis by taking pictures. 京都大学プレスリリース. 2021-02-24.In amyotrophic lateral sclerosis (ALS), early diagnosis is essential for both current and potential treatments. To find a supportive approach for the diagnosis, we constructed an artificial intelligence‐based prediction model of ALS using induced pluripotent stem cells (iPSCs). Images of spinal motor neurons derived from healthy control subject and ALS patient iPSCs were analyzed by a convolutional neural network, and the algorithm achieved an area under the curve of 0.97 for classifying healthy control and ALS. This prediction model by deep learning algorithm with iPSC technology could support the diagnosis and may provide proactive treatment of ALS through future prospective research. ANN NEUROL 202

Deep Learning and ALS

In amyotrophic lateral sclerosis (ALS), early diagnosis is essential for both current and potential treatments. To find a supportive approach for the diagnosis, we constructed an artificial intelligence-based prediction model of ALS using induced pluripotent stem cells (iPSCs). Images of spinal motor neurons derived from healthy control subject and ALS patient iPSCs were analyzed by a convolutional neural network, and the algorithm achieved an area under the curve of 0.97 for classifying healthy control and ALS. This prediction model by deep learning algorithm with iPSC technology could support the diagnosis and may provide proactive treatment of ALS through future prospective research