著者

樋口 聡

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.36, pp.p201-211, 1987

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Content science is a science of educational "content" of school subject. This unfamiliar name of science was advocated at Hiroshima University several years ago to join the educational content of school subject to the background basic sciences. This paper clarifies the position of the content science in the studies of curriculum and instruction, and its relation to the basic sciences.Although the name, "content science", was advocated, the character and significance of the science have not been defined yet. The reason is that the studies in the content science incline toward some practical and concrete problems of each subject, and the structure behind those problems cannot be noticed enough. The consideration of the prospect through a schema of education in this paper is a structuralistic attempt to define that structure.On the categorical basis, the concept of education is regarded as relation or function such as:On a condition of P, E = F (a, b, c)(P: purpose, E: education, a: tutor, b: pupil, c: media).As the content science's "content" means the content of the media(c), the content science has the place there. On the other hand, the basic sciences are located apart from education, therefore the content science is not the basic science itself. The content science is formed by making a loop touching those basic sciences. The loop consists of discovering some questions in education(1); looping the basic sciences(2); and feeding back to education(3). The insufficiency of most studies in the content science is that they only pay attention to the (2)-(3) connection and lack the (1)-(2) connection. A (1)-(2)-(3) loop is needed in the content science.

著者

岡本 祐子

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.47, pp.141-148, 1998

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The present study was designed to investigate the identity statuses and characteristics of psychosocial tasks in old age. Data were obtained on the basis of questionnaire distributed to 83 men from 60' s to 80' s. The results were summarized as follows:1) By the analysis of SCT responses, the following five types of identity after retirement were found: (A)The Active-Welcomer, (B)The Retirement-Crisis-Converted, (C)The Passive-Welcomer, (D)The Crisis-Continued, and (E)The Easily-Transferred. These five types were classified into Marcia' s identity-statuses.2) Identity achiever (A: The Active-Welcomer and B: The Retirement-Crisis-Converted) achieved psychosocial tasks in every stages better than other statuses. On the contrary, Identity diffusion (D: The Crisis-Continued) showed lower level of achievement of psychosocial tasks in comparison with the other statuses.

著者

梅田 正義

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.6, pp.19-39, 1958

著者

千成 俊夫

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.31, pp.p129-138, 1982

著者

千成 俊夫

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.27, pp.p165-176, 1978

著者

千成 俊夫 宇田 昌子

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.29, pp.p189-199, 1980

著者

千成 俊夫 宇田 昌子

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.30, pp.p159-168, 1981

著者

黒川 隆志 崔 泰羲

出版者

広島大学

雑誌

広島大学教育学部紀要. 第二部 (ISSN:04408713)

巻号頁・発行日

vol.39, pp.149-158, 1990

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さまざまな水泳の授業形態の中で自由遊び, 水泳練習, テスト及び休憩が含まれている小学生の水泳授業を対象にして, 物理的運動強度としての泳速及び生理的運動強度としての心拍数を分析した結果, 次の結論を得た。①水泳練習(0.50m/秒)とテスト(0.49m/秒)の泳速は自由遊び(0.17m/秒)の約3倍に相当した。②休憩を含む泳速では, 自由遊び(0.17m/秒)と水泳練習(0.16m/秒)とでほぼ等しかった。しかし, テストでは, 休憩時間が長かったため遅い泳速度(0.04m/秒)が示された。③水泳練習と自由遊びではAerTからAnT間にそれぞれ全心拍数の28%と27%, AnT以上に2%と1%の心拍数が含まれ, 主として有酸素能力の改善が期待できた。④テストではAerTからAnT間に全心拍数の18%, AnT以上に9%の心拍数が含まれ, 有酸素能力の改善も期待できた。The purpose of this study was to compare the exercise intensity during play activities, practice and time trial in swimming pool for boys and girls aged 9 to 10 years. After analyzing the heart rate and swimming velocity during those activities, we obtained the following results.(1) Swimming velocities during practice (0.50m/sec) and time trial (0.49m/sec) were approximately three times as much as that during play activities (0.17m/sec).(2) Swimming velocities including rest during play activities (0.17m/sec) and practice (0.16m/sec) were approximately four times as much as that during time trial (0.04m/sec).(3) The distribution of the heart rate during practice and play activities included 28% and 27% between AerT and AnT, and 2% and 1% over AnT, respectively. This indicates that aerobic power may be prominently improved by practice and play activities.(4) The distribution of the heart rate during time trial included 18% between AerT and AnT, and 9% over AnT. This indicates that aerobic and anaerobic power may be improved by time trial.

著者

蛯谷 米司 角屋 重樹

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.28, pp.p145-154, 1979

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In order to clarify the relationships between school achievement variances, the following studies were carried out.Study IProblem. The purpose of this study was to examine upper level and lower level relationships between seven subjects (Japanese Language, Social Studies, Arithmetic, Science, Music, Art & Handicraft, Physical Education).Method. 143 pupils in the fourth grade elementary school comprised the sample. Principal Component Analysis (PCA) and Cluster Analysis were used to treat the data from this sample.Result. The results of this study are summarized as follows:1) One principal component was found to be statistically significant by PCA. It is composed of six subjects. They are Japanese Language, Social Studies, Arithmetic, Science, Music, Art & Handicraft.2) By Cluster Analysis, two clusters were found. Two subjects made up each cluster -- Japanese Language and Arithmetic for one, Social Studies and Science for the other.Study IIProblem. Study II had two purposes. One was to examine lower level relationships between ten subjects (Modern Japanese, Classics, Geography, Mathematics, Biology, Earth Science, Physical Education, Health, Music, English). The other was to determine which subject would increase the predictability of scores of biology or earth science.Method. 401 first year students in senior high school made up the sample. To analize the data of this sample, Cluster Analysis and Multiple Regression Analysis were employed.Result. The following were the results of this study:1) Two clusters were found by Cluster Analysis. Three subjects comprised each cluster. Modern Japanese, Classics and English made up one cluster. Biology, earth science and mathematics formed another cluster.2) With biology or earth science as criterion variables, the magnitude of standard regression coefficient for both mathematics and geography were greater than those of the other subjects.Considering these results, we may conclude two points.1. Subject clustering in the fourth grade elementary school is different from that of the first year high school.2. Achievement scores in mathematics and geography are valuable for predicting performance in biology or earth science.

著者

縫部 義憲

出版者

広島大学教育学部

雑誌

広島大学教育学部紀要 第二部 (ISSN:04408713)

巻号頁・発行日

no.37, pp.p167-175, 1988

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The purpose of the present article is to present a conceptual framework for systematizing the Japanese-language teacher training curriculum. Firstly, I discussed what an outstanding Japanese language teacher is like. Secondly, I focussed on teacher development. Thirdly, I proposed the principles of constructing a systematic curriculum. Lastly, I insisted that a new curriculum for human dynamics in Japanese be introduced and established in the Japanese language teacher training course.