著者

和田 正法

出版者

創価大学学士課程教育機構

雑誌

The Journal of Learner-Centered Higher Education = 学士課程教育機構研究誌 (ISSN:2186909X)

巻号頁・発行日

no.3, pp.117-132, 2014-07

著者

和田 正法

出版者

日本科学史学会

雑誌

科学史研究 (ISSN:21887535)

巻号頁・発行日

vol.57, no.287, pp.186-200, 2018 (Released:2021-01-24)

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The Imperial College of Engineering (ICE, or Kōbu-Daigakkō) in Tokyo, founded in 1873 under the auspices of the Ministry of Public Works, was one of the most prominent modern institutions of engineering education in early Meiji Japan. The college offered seven (later eight) courses in engineering. A total of 211 students graduated from ICE in seven times commencements during 13 years of operation until its merger with the contemporary University of Tokyo in 1886. Historians have recognized that ICE offered better engineering education than other colleges, such as the University of Tokyo and the succeeding Imperial University, because ICE offered higher-level practical training under governmental enterprises. Focusing on the closure of ICE, this paper reappraises its educational role in Meiji Japan. It shows that the government established ICE not because of the demand from industry, but to train engineers and professors to substitute for foreign employees, a process that was largely complete by around 1882. At the same time, there were two major failings in the educational system: (i) Higher educational institutions were completely separated from lower schools. The level of the original curriculum of ICE was too high to recruit capable candidates. (ii) Meiji Japan lacked a comprehensive plan for technical education. The government totally ignored the training of foremen and technicians. Given these two shortcomings of the Meiji educational system, ICEʼs superiority was insignificant. Facing financial difficulties, the government had no choice but to close it.

著者

和田 正法

出版者

東京工業大学社会理工学研究科技術構造分析講座

雑誌

技術文化論叢 (ISSN:13476262)

巻号頁・発行日

no.22, pp.21-36, 2019-04

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大学初年次生を対象とする教養科目の枠内で,担当教員の負担を少なくしながらも,効果的に学生の自立的な研究力を育成できるPBLの仕組みを開発し,実践した.運営の柱は,次の四点である.(1)評価基準を明示する.明確な目標を学生に示すことそのものが,学生の成長につながる.(2)相互評価を重視する.受講生にとっては,評価基準の周知にもつながり,教員にとっては,採点作業の軽減になる.(3)一連の単純な研究調査作業を授業の中で繰り返す.頭では理解できても,実際にできるとは限らない.複数回同様の作業を経験させることで,学生が自ら研究を遂行する力を身に付けさせることができる.くわえて,(4)研究公正を意識させた記録を行わせる.基本的な実験ノートの記録手法を知っておけば,どの分野でも研究に生かすことができる.本稿が示すPBLの柱は,他の多くの分野に適用が可能であろう.

著者

和田 正法

出版者

日本科学史学会

雑誌

科学史研究 (ISSN:21887535)

巻号頁・発行日

vol.51, no.263, pp.148-159, 2012 (Released:2021-07-20)

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The first 23 graduates of the Imperial College of Engineering in Tokyo, or Kobu-Daigakko, founded the Society of Engineering, or Kogakkai, in 1879 as an alumni association. After 1882, the society began allowing other engineers to become regular members. This paper discusses the process how this private organization turned into a public society by uncovering the detail of its early history: establishment; formation of the rule, meetings, the bulletin and journal; registration of other engineers; and the role of Yozo Yamao. Initially, the leading members had been doing only administrative works at the monthly meetings, such as collecting membership fees and revising the rules. The members gradually began holding seminars on industrial and engineering topics. In 1880, they began circulating a bulletin, Kogaku Soshi(later Kogakkai-shi), for the members, and printed eight issues. In response to the requests of non-members, they published the bulletin publicly the following year. In 1882, the society asked a prominent leading figure of engineering Yozo Yamao, one of the co-founders of the Imperial College of Engineering, to be president. Yamao did not engage in any activities while he was president, but he played a role, as a representative, in giving the society wider legitimacy in the engineering world. The early history of the society indicates that the graduates of the College took an active part in the academic field of engineering. Within two years of the 23 members graduating, they made the society a leader in the underdeveloped community of late 19th-century Japan.

著者

和田 正法

出版者

日本科学史学会

雑誌

科学史研究 (ISSN:21887535)

巻号頁・発行日

vol.50, no.258, pp.86-96, 2011 (Released:2021-07-22)

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The Imperial College of Engineering (ICE or Kobu-Daigakko) in Tokyo, founded in 1873, was one of the most prominent modern institutions of engineering education in early Meiji Japan. Henry Dyer (1848-1918), the first principal of the college, says that he himself designed its curriculum on the ship from Britain to Japan, and it was accepted by the Meiji government without any modifications in 1873. Relying on his account, previous studies of the college mainly emphasized Dyer's contribution, ignoring that of the government. This paper examines the process of the establishment of the ICE by comparing the several plans for the college by the Ministry of Public Works, to which the college belonged, with those of Dyer. On this basis, the author argues that the system of engineering education at the college had been already settled by the Ministry before Dyer arrived in Japan, and that Dyer's contribution was limited to a detailed curriculum. There were critical differences in the intentions of the Ministry and Dyer for engineering education. For example, Dyer intended to give students a complete engineering education in a six-year course, while the Ministry intended to have students study abroad for a period after finishing the course. Although Dyer was proud that the college offered a higher level engineering education than universities in England and Scotland, leaders at the Ministry were not satisfied with an education in Japan alone, and decided to send students abroad for further studies.

著者

太城 康良 和田 正法 野田 明 Tashiro Yasura Wada Masanori Noda Akira

出版者

三重大学地域人材教育開発機構

雑誌

三重大学高等教育研究 = Mie University Journal of Studies on Higher Education (ISSN:24325244)

巻号頁・発行日

vol.26, pp.81-84, 2020-03

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リーディング・ライティング教育を行う「教養ワークショップ」では,新書に対する書評を成果物としている.本研究の目的は,学生による評価を成績に加味することの妥当性を検証することである.相関解析の結果,教員による評価と学生による評価は,ある程度高い正の相関を示した.学生による評価では,単純な評価票を用い,評価法を指示し,匿名性を持たせることで,教員による評価と同様の傾向を持つようになる.条件を整えることで,学生による評価も成績に加味することの妥当性が示された.