著者

三宅 なほみ 齊藤 萌木 飯窪 真也 利根川 太郎

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.51, pp.441-458, 2012-03-10

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The Consortium for Renovating Education for the Future, founded at the University of Tokyo in 2009, has been striving to help teachers develop a networked community for creating authentically learner-centered classrooms. The classes are designed on a cognitive framework where the constructively interactive components during classroom student discussions provide individual students with a chance to express and reflect upon their own ideas as well as others, for integrating and constructively deepening them. This community currently involves more than 100 teachers coming from sixty-nine schools, ranging from elementary to high-schools. The paper reports its success for helping teachers to create sub-communities around their locations as well as their subject areas, so that they could collaboratively share the prime plans for similar classes and reflect upon their outcomes. Discussions on future plans conclude the paper.

著者

松野 正見 利根川 太郎 奥井 義昭

出版者

公益社団法人 土木学会

雑誌

土木学会論文集 (ISSN:24366021)

巻号頁・発行日

vol.79, no.11, pp.22-00332, 2023 (Released:2023-11-20)

参考文献数

15

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橋梁の伸縮装置は,道路利用者に直接影響を及ぼす重要な部材であるにも関わらず,橋梁の付属物としての位置づけであったためか,これまで構造の見直しがあまり行われていない.本研究は,鋼製フィンガージョイントの合理化構造を提案し,提案した構造のFEM解析を行うことで妥当性の確認を行った.次に,実物大の疲労試験を実施し,必要な疲労耐久性が確保できているか確認を行い,本構造における累積損傷を基にした疲労強度の一考察を行った.最後に,本伸縮装置の設計法を確立するために,応力の伝達機構の解明を行った.

著者

三宅 なほみ 齊藤 萌木 飯窪 真也 利根川 太郎

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.51, pp.441-458, 2012-03-10 (Released:2012-04-05)

---

The Consortium for Renovating Education for the Future, founded at the University of Tokyo in 2009, has been striving to help teachers develop a networked community for creating authentically learner-centered classrooms. The classes are designed on a cognitive framework where the constructively interactive components during classroom student discussions provide individual students with a chance to express and reflect upon their own ideas as well as others, for integrating and constructively deepening them. This community currently involves more than 100 teachers coming from sixty-nine schools, ranging from elementary to high-schools. The paper reports its success for helping teachers to create sub-communities around their locations as well as their subject areas, so that they could collaboratively share the prime plans for similar classes and reflect upon their outcomes. Discussions on future plans conclude the paper.