303 research outputs found
Defect imaging for plate-like structures using diffuse acoustic wave generated by modulated laser
Authors have studied defect imaging technique for plate-like structures, which creates an image beyond diffraction limit and can be applied to a plate-like structure with a complex shape because this technique just uses variations of flexural vibration energy due to the differences in nominal bending stiffness at laser spots. However, this technique generates spurious images caused by the resonance as well as defect images. The current study described how the spurious images can be reduced using diffuse acoustic wave, and then showed that images of defects and adhesive regions can be obtained appropriately even in such complex structures as a flat plate with a complex shape, a curved plate, and a branch pipe.45TH ANNUAL REVIEW OF PROGRESS IN QUANTITATIVE NONDESTRUCTIVE EVALUATION, VOLUME 38, 15â19 July 2018, Vermont, USATakahiro Hayashi and Shogo Nakao, "Defect imaging for plate-like structures using diffuse acoustic wave generated by modulated laser", AIP Conference Proceedings 2102, 050003 (2019) https://doi.org/10.1063/1.509976
Development of âYarikuri Lessonâ to improve ability to learn. - Aiming for generalization of lesson method of no limited subject boundaries.
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å ±ãæ¡æ£çã«åéãïŒåé¡è§£æ±ºãžã®èŠéããããŠã段éãïŒãè©Šè¡é¯èª€ã«ããåé¡è§£æ±ºã®æ¹æ³ãçºæ³ãã段éããšãã£ãæµããèšå®ããŠããããšãæãããšãªã£ããIn this study, we examined the points that are considered to be important for devising lessons for students to make trial and error. In mathematics, art, technology, and English, we conducted two trial and error lessons to examine the results, and conducted an interview survey on how teachers devised lessons to make students try and error. As a result, when the results were examined, it was confirmed that the evaluation of the ability of students in each subject to make trial and error was improved. From the interview survey, we extracted the ingenuity of the teachers regarding "teaching materials," "points of support," and "class flow" that encourage students to take trial and error lessons. There, use teaching materials in a context close to daily life, secure sufficient time for trial and error, and "the stage of collecting information in a diffused manner and making a prospect for problem solving", "problems by trial and error". It became clear that the flow such as "the stage of coming up with a solution method" is set
The relationship of attitudes toward keyboard input to motivation for programming with text input
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¥åã®ç·Žç¿çãèžãŸããŠããããšãéèŠã§ããããšã瀺åããããThe purpose of this study is to clarify the relationship between the awareness of keyboard input and the creation of programs using text input. In learning programming in junior high schools, there have been many reports of programming using programming editors that allow students to build blocks with the mouse for ease of use. On the other hand, it has been pointed out that the difficulty of inputting and debugging text using a keyboard in programming may cause students to lose their motivation to learn. Therefore, we conducted a questionnaire survey on the motivation for programming and the awareness of text input using a keyboard, and examined the relationship between the two. As a result, it was shown that those who have a high positive awareness of text input using a keyboard also have a high motivation for programming, suggesting that it is important to take into account the practice of text input using a keyboard when learning to input text in programming
Cultivation of abilities of students to be self-reliant, cooperative, inquiring, and creative. â Things emerged from "Examples of managing in the practice of classes"
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容ãä»ã®æèã«çºå±ãããæèã®åžèããåé¡ãšããŠæããããã®åé¡ãžã®å¯Ÿå¿ãšããŠïŒ ãããããããããŒã¯ãŒãã«ææ¥å®è·µãéãïŒ æåž«ã®å·¥å€«ãããšã«å¹æçãªææ³ãæ¢ãããšãšãããåæç§ã®å®è·µããïŒ çåŸã®ãããããããæå³ããææ¥ã«ãã£ãŠïŒ ãç¥ãžã®æ¬²æ±ãïŒ ãæèã®æ¡æ£ãïŒ ãèšèªæŽ»åã®å®çãšæ欲ãã«å¯ŸããŠå¹æãèŠãããã / An examination of our past practices of classes in the Tottori University Junior High School revealed the studentsâ tendency of passive attitude and lack of ability to proactively apply items learned to other issues and situations as problems. To solve the problems, we decided to explore effective methods of classes based on teachersâ ingenuities through a series of classes done with âyarikuriâ, a Japanese word which means ingenuities by full use of what they possess, as a keyword. Through the practice of each subject, we found that most of the students attained some improvements for "desire to knowledge", "expansion of ideas and consciousness", and "establishment and motivation for language activities" by the classes designed to activate studentsâs âyarikuriâ
Creating teaching materials to learn how to grow plants while having fun.
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容ãå®è·µå Žé¢ã§æ³èµ·ããïŒç¥èãšäœéšãšãçµã³ã€ãããã«ããããšãéèŠãšèãããããããã§çç©è²æã®æè¡ã®äžã§æ€ç©ã®æ œå¹ã察象ãšãïŒäºåã«æå°ããç¥èãæ欲çãã€æ·±ãç解ã§ãããã®ã«ããããã«æ€ç©ã®æ œå¹ã«å¿
èŠãªç°å¢çã®èŠå ãåŠç¿ããã«ãŒãã²ãŒã åææãéçºãããIn technology of nurturing living things on course of study for Junior High School, aiming to development of problem solving ability through activities. Problem solving abilities can be acquired through trial and error activities to determine better methods. However, in the practical scene of the lesson, it is difficult for the students themselves to make trial and error because it takes a long time for the modified results to be returned. For this reason, it is often the case that knowledge and procedures related to technology of nurturing living things are taught in advance before being put into activities. In this case, it is important that the content learned in advance is recalled in the practical situation so that knowledge and experience can be linked. Therefore, we developed teaching materials of type of card game that targets plant cultivation in technology of nurturing living things in order to knowledge and experience can be linked
Utilization of microcomputers enabling various styles of programming.
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容ã«ã€ããŠå ±åããã / Teachers have presented a single program which is already completed to a certain extent in the conventional classes of the programming learning. By copying the program, students have been supposed to understand the combination and processing of the instructions. However, such learning style is disincentive for the understanding of the diversity of programming, because a completed program is presented as if it was the single answer to the problem to be solved. To avoid this problem, we have developed a learning method that supports programming by combining instructions themselves, and teaching method that enables it. Programs made by students during the lesson using this teaching method were diverse as reported in this article
Development of teaching material of power transmission that induces variety of thinking.
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ã«ãã³ããŒã«ãçšããŠã®ã€èªäœã補äœããïŒ ã®ã€ã®çµã¿åããã«èªç±åºŠãæãããå®è·µãè¡ã£ãããã®çµæïŒ ããããã®åŠç¿è
ã®æèã«å€æ§æ§ãçãŸãïŒåæ§çãªè£œäœåã®è¡šåºãä¿ããã / Most of the existing teaching materials for the power transmission are made of plastic and the range of gears that can be selected is limited. For those materials, gears are easy to be combined and hence useful for the assembling in the short time. However, a problem for those materials are that flexibility of the combinations of gears is low and thus variety of the items made tends to be limited. In this study, a lesson, where students can select various gears by making gears with cardboard by themselves, was practiced to enhance flexibility of the combination of gears. It was found that this practice was effective in inducing flexibility of studentsâ thinking and facilitated production of a variety of distinct works
An Exploratory Study on the Relationship between Teachersâ Motivation for âYARIKURIâ Classes and Their Attitude toward Designing âYARIKURIâ Classes
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ãªå·¥å€«ãèŠæ±ãããããïŒæåž«ã«ã¯è² è·ãããããšèãããããããã§æ¬çš¿ã§ã¯ïŒæåž«ã®ããããããææ¥ã¥ãããžã®æ欲ãšïŒããããããææ¥ãèšèšããéã®æèãšã®é¢é£ã«ã€ããŠæ¢çŽ¢çã«æ€èšããããã®çµæïŒããããããææ¥ã«å¯ŸããŠé«ãæ欲ãæã€æåž«ã¯ïŒçåŸã«èªç±ãªæèãä¿ãïŒããã«æè»ã«å¯Ÿå¿ããããšããæèãããããšã瀺ããããäžæ¹ïŒæ欲ãé«ããªãæåž«ã¯ïŒçµ±å¶çã«æèãããããšããåŸåãããïŒèšç»çã«ææ¥ãèšèšããããšããæèãããããšã瀺ãããããã®ããšããïŒããããããææ¥ã«ãããŠïŒçåŸã®èªç±ãªçºèšã掻åã«å¯Ÿå¿ããåã®åäžãæèããããšã®éèŠæ§ã瀺åããããAt the Tottori University junior high school, we have been developing âYARIKURIâ classes in which students create âYARIKURIâ classes situations by combining their existing knowledge and skills to solve unknown problems. However, designing such a class requires a lot of ingenuity, which is considered to be a burden on teachers. In this paper, we explored the relationship between teachersâ motivation to develop âYARIKURIâ classes and their awareness in designing âYARIKURIâ classes. As a results, it show that teachers who are highly motivated to create âYARIKURIâ classes encourage their students to think freely and respond flexibly to them. On the other hand, teachers who were not highly motivated tended to encourage students to think in a controlled manner and to design their lessons in a systematic way. This suggests that it is important to be aware of the importance of improving the ability to respond to studentsâ free speech and activities in âYARIKURIâ classes
Research on school education for developing powers of students to be self-reliant, cooperative, inquiring, and creative. : Practices in Tottori University Junior High School.
2015幎床ããïŒé³¥å倧åŠéå±äžåŠæ ¡ã§ã¯ãèªç«ãïŒã€ãªããïŒæ¢ç©¶ãïŒåµé ããåã®è²æãïœããããããã®ããšãã°ïœããšããäž»é¡ïŒå¯é¡ãæ²ããŠç 究ãé²ããŠããŠããããããŸã§ã®ç 究ã«ãã£ãŠïŒåé¡ã«å¯ŸããŠçåŸãèªãæèãïŒå·¥å€«ããŠè§£æ±ºããŠããææ¥ã®éèŠæ§ã«ã€ããŠæããã«ãªã£ããããããææ¥ãããæå³çã»èšç»çã«è¡ãããã«ïŒææ¥èšèšã®ã³ã³ã»ãããšããŠïŒ3 ã€ã®ãã€ã³ããèšå®ãããâ æ瀺ããåé¡ã®è§£ãéå®åãšããïŒãããã¯è§£ã«åããããã»ã¹ãéå®åãšããããšãâ¡æåž«ã®æ瀺ãæå°éã«ãïŒçåŸã®æèã®äœçœãçã¿åºãïŒçåŸèªèº«ã®è©Šè¡é¯èª€ã«ãã£ãŠæé©è§£ãå°ãåºãããæ¯æŽãããããšãâ¢åŠç¿ç°å¢ãçŸå®å Žé¢ã«å³ãããã®ã«ããããšãããããèžãŸããŠåæç§çã§ææ¥èšèšãïŒå®è·µããããã®çµæïŒåŠæ ¡è¡äºãåŠæ ¡ç掻å
šè¬ã«ãããŠïŒçåŸã®èªäž»æ§ãåµé çãªæ
床ãè¡šåºããè¡åãèŠãããããïŒèšå®ããã³ã³ã»ããã«ããå®è·µã®åŠ¥åœæ§ã«ã€ããŠèå¯ããã/Since FY 2015, Tottori University Junior High School has been conducting research under the theme "Cultivation of students' powers to be self-reliant, cooperative, inquiring, and creative" with a subheading "Example of trial and error". We have clarified the importance of classes where students themselves think about deeply and solve problems by themselves. In order to make these classes more intentional and systematic, we set three points as a concept of class design: 1ïŒ Make the solution of the presented problem atypical, or make the process towards solution atypical. 2ïŒ With a minimum of instruction by teachers in order to create flexibility of the students' thinking, and provide support for deriving the optimal solution by trial and error by students themselves. 3ïŒ To make the learning environment more authentic. On the basis of these concepts, classes were designed and practiced for each subject. As a result, various autonomous and creative attitudes were seen in students' behaviors in various school events, school life, etc.; thus we considered those lessons with the concept initially established were effective and valid
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