著者

坂本 尚志

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.18, pp.53-63, 2012

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This study aimed at clarifying the evaluation method used in the philosophy test for the French baccalaureate. Our approach did not consist of tackling the national curriculum, but in focusing on effective strategies used by students on a relatively lower level, through self-learning books, which allow the students to prepare for the test in a "pragmatic" way. The purpose for these students is simply to achieve a good score in the test. These books teach them what is important in composing copy for essays. The examination of these works has revealed the constituent elements of good copy: it is not about creativity or about philosophic originality, but a respect for the fixed argument form which the student has to assimilate during the year, as well as exact quotations from philosophic works, which means that memorization of such material is a key to success. The philosophy test in the French baccalaureate is thus an exercise which demands the art of memory, more than simple philosophic reasoning.

著者

岡本 雅子 村上 正行 吉川 直人 喜多 一

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.19, pp.47-57, 2013-12-01

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This paper defines "shakyo-style learning" as the learning of computer programming by mimicking input according to sample programs, running them and ensuring their outcome. We developed shakyo-style learning material based on missteps found in the process used by novices in learning computer programming; we then evaluated it in an undergraduate computer literacy course. As a result, we found that learning material with documented in-detail work instructions for the programming process worked well among novices. Additionally, through smoothed work in learning, this learning process had strong implications for understanding the concepts in computer programming.

著者

坂本 尚志

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.18, pp.53-63, 2012-11-30

---

This study aimed at clarifying the evaluation method used in the philosophy test for the French baccalaureate. Our approach did not consist of tackling the national curriculum, but in focusing on effective strategies used by students on a relatively lower level, through self-learning books, which allow the students to prepare for the test in a "pragmatic" way. The purpose for these students is simply to achieve a good score in the test. These books teach them what is important in composing copy for essays. The examination of these works has revealed the constituent elements of good copy: it is not about creativity or about philosophic originality, but a respect for the fixed argument form which the student has to assimilate during the year, as well as exact quotations from philosophic works, which means that memorization of such material is a key to success. The philosophy test in the French baccalaureate is thus an exercise which demands the art of memory, more than simple philosophic reasoning.

著者

青木 深

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.21, pp.65-74, 2015-12-01

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Hitotsubashi University, which specializes in the humanities and social sciences, has provided both academic and professional career support to graduate students since April 2011. This article discusses the content, characteristics, and problems associated with academic career support, particularly with regards to the school's academic career seminars, which are held approximately seven times yearly. These seminars cover topics such as the submission of articles, publication of dissertations, applying for research grants and academic jobs, academic career and life events, tips for teaching undergraduates, and overseas education and research. Speakers at the seminars are generally young faculty members and postdoctorates who earned a Ph.D. at Hitotsubashi University. A variety of graduate students attend the seminars, wherein lecturers impart attendees with knowledge concerning academic job-hunting, while also addressing study skills, the diversity of career paths in academia, and the mental preparation required to write persuasive job applications and grant proposals. These academic career seminars are managed by a "young researcher, " who attempts to internalize the viewpoints of graduate students and postdoctorates. The support system facilitating this, however, is complex given that the aforementioned young researcher, who is in charge of academic career support, is also applying for tenure status in a manner similar to "supported" graduate students and postdoctorates.

著者

都築 章子 鈴木 真理子

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.15, pp.27-36, 2009-12-01

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This paper examines the trends of science and technology communication (STC) activities implemented at higher education institutions (HEIs) in Japan, based on a framework comprising four kinds of STC activities: PR from research institutions, science journalism, two-way scientific dialogue between researchers and citizens, and science education. We reviewed the history of STC in the UK, the U.S., Europe, and Japan. After surveying ten STC activities, it was found that HEIs in Japan have developed a variety of STC models for the last few years. These have succeeded in enhancing citizens' access to science and technology and establishing closer ties between citizens and academic communities. The future challenge for HEIs is to expand and improve STC education, including the liberal arts education for undergraduates, in order to promote greater public engagement in science.

著者

巽 靖昭 東 晋司 児玉 俊介 佐藤 崇 澤口 隆

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.18, pp.11-23, 2012-12-01

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The purpose of this paper is to measure the effect of second-year undergraduate microeconomics and macroeconomics exercise courses. Most economists agree that substantial mathematical ability is essential in studying economics. However, gaps among undergraduate students with various mathematical abilities have expanded as a result of increasing access to higher education and the diversity of university entrance exams in Japan. Consequently, most undergraduate students need higher levels of support and training. Through a combination of lectures and exercise courses, this article shows how we plan to increase the understanding of second-year undergraduate microeconomics and macroeconomics among students with various mathematical abilities. A multiple regression analysis for the students taking exercise courses indicates that past academic results of compulsory economics courses and attendance numbers and submission of assignments at exercise courses for microeconomics and macroeconomics are positively related to microeconomics and macroeconomics scores. The standardized regression coefficients of attendance numbers and submission of assignments at exercise courses for microeconomics are 0.340–0.363 and those of macroeconomics are 0.314–0.326. Thus, our exercise courses are evaluated as successful in increasing the understanding of microeconomics and macroeconomics.

著者

畑野 快

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.16, pp.61-72, 2010-12-01

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This article examines the impact and effectiveness of Self-Regulated Learning (SRL) on learning research. Firstly, Students Approaches to Learning (SAL) and SRL are reviewed. Secondly, the effectiveness of self-regulated strategy is shown. The following three questions are examined: the content of self-regulated strategy, the validity of SRL theory, and application of SRL to relate to the context and character of the learner. To examine the three questions, it is important to develop a scale to measure self-regulated strategy. Lastly, to apply SRL theory to university education, the following are shown to be important: development of intervention programs, the general principles of teaching learning strategies within a self-regulatory framework, and the training of trainers through learning strategies.

著者

大山 泰宏

出版者

京都大学高等教育教授システム開発センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.3, pp.46-63, 1997-10-01

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この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました。

著者

井下 理

出版者

京都大学高等教育教授システム開発センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.3, pp.128-133, 1997-10-01

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この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました。

著者

松下 佳代

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.18, pp.75-114, 2012-11-30

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The purpose of this paper is to analyze how the assessment of the quality of learning in higher education is conducted through performance assessment and to identify what conflicts arise between two paradigms. First, to depict the structure of the arguments of learning assessment we set two axes, one of which was the axis of direct measures vs. indirect measures; the other was the axis of psychometrics paradigm vs. alternative assessment paradigm. Next, we observed two trends in present performance assessment movements which reflect two contrastive paradigms, even though performance assessment was originally proposed under the alternative assessment paradigm. One trend is to construct an objective standardized test of performance assessment type, a representative example being the Collegiate Learning Assessment (CLA) adopted by the OECD's Assessment of Higher Education Learning Outcomes (AHELO). The other trend is to collaboratively develop performance assessments advanced by Alverno College and the Valid Assessment of Learning in Undergraduate Education (VALUE) Project of the American Association of Colleges & Universities (AAC&U). Lastly, we produced the contrast between limited academic learning and the whole student engagement as the third axis of learning assessment arguments. We can analyze the types of present learning assessment activities along these three axes.

著者

田島 充士

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.19, pp.73-86, 2013-12-01

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The present study investigated the potential of university education from the perspective of Vygotsky's semiotics.Following Vygotsky's theory, this study defined "partial understanding" as rote learning that enables learners to use whatis learned in only one social context, and defined the ability to generalize the application of such knowledge beyond thatcontexts as "boundary crossing" (Engeström, 2001; Engeström, Engeström & Kärkkäinen, 1995; Wenger, 1998). Thus,boundary crossing can be considered the ability to connect, during dialogic interactions, knowledge that has been nurturedin different social contexts. However, engagement in co-creative communication with others from heterogeneous socialbackgrounds is not easy; some students achieve only partial understanding, even in interactions that require each speaker toengage in boundary crossing. In examining the effects of recent interventions by universities to promote students' ability toengage in boundary crossing and move beyond partial understanding, I identified those characteristics of university teachersthat render them especially well-suited to facilitate this kind of growth in their students.

著者

松下 佳代

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.18, pp.75-114, 2012-12-01

被引用文献数

1

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The purpose of this paper is to analyze how the assessment of the quality of learning in higher education is conducted through performance assessment and to identify what conflicts arise between two paradigms. First, to depict the structure of the arguments of learning assessment we set two axes, one of which was the axis of direct measures vs. indirect measures; the other was the axis of psychometrics paradigm vs. alternative assessment paradigm. Next, we observed two trends in present performance assessment movements which reflect two contrastive paradigms, even though performance assessment was originally proposed under the alternative assessment paradigm. One trend is to construct an objective standardized test of performance assessment type, a representative example being the Collegiate Learning Assessment (CLA) adopted by the OECD's Assessment of Higher Education Learning Outcomes (AHELO). The other trend is to collaboratively develop performance assessments advanced by Alverno College and the Valid Assessment of Learning in Undergraduate Education (VALUE) Project of the American Association of Colleges & Universities (AAC&U). Lastly, we produced the contrast between limited academic learning and the whole student engagement as the third axis of learning assessment arguments. We can analyze the types of present learning assessment activities along these three axes.

著者

桂山 康司

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.15, pp.99-106, 2009-12-01

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Many words now generally viewed as indispensable academic terms for university science majors are also favorites among the most canonical English authors, notably William Shakespeare and John Milton. This paper not only gives some background of that astonishing coincidence, which is never without good reason, but also accounts for the intriguing relationships of the origin and use of vocabulary used by science majors with those used by their literary counterparts. These relationships are illustrated by referring to the epoch-making publication of The Kyoto University Data-based List of 1,110 Essential Academic Words (Kenkyusha, 2009) 『( 京大学術語彙データベース 基本英単語1110』研究社), featuring, among others, "moiety," "combustion," "follicle," "blot," and "dissect."

著者

田澤 実 梅崎 修

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.17, pp.65-71, 2011-12-01

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Effects of freshmen's motivation and achievement in campus life on their self-esteem were investigated, and results were discussed from the perspective of their career education. Questionnaires were distributed among freshmen (n = 259) on three occasions: at the beginning of the first semester (April), at the beginning of the second semester (September), and at the end of the second semester (January). Results indicated the following. (1) Attributes such as the process of entering the university and whether the university was the first preference affected self-esteem even in January. (2) Making many friends and developing deep relationships with them in the first semester positively affected self-esteem in January, whereas achieving the same in the second semester did not affect self-esteem.

著者

市村 光之

出版者

京都大学高等教育教授システム開発センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.25, pp.63-66, 2019-12

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横浜国立大学では、学生の主体的な学びを醸成するツールとしてe ポートフォリオシステムを再構築することで、学修成果を可視化し、かつ学生に横浜国立大学では、学生の主体的な学びを醸成するツールとしてe ポートフォリオシステムを再構築することで、学修成果を可視化し、かつ学生に関するIR 情報を集積する仕組みを実現した。これにより、教職員が教育課題について議論する材料を共有できるようになった。学生に主体的な学びを促すには、専攻する学業と進路との関連を意識させること等がカギであることが確認できた。一連の可視化やIR を実質化するには、ポートフォリオの活用法等の理解を促進し学生を動機付けすることで、入力情報の信頼性向上を図ることが今後の課題であることがわかった。関するIR 情報を集積する仕組みを実現した。これにより、教職員が教育課題について議論する材料を共有できるようになった。学生に主体的な学びを促すには、専攻する学業と進路との関連を意識させること等がカギであることが確認できた。一連の可視化やIR を実質化するには、ポートフォリオの活用法等の理解を促進し学生を動機付けすることで、入力情報の信頼性向上を図ることが今後の課題であることがわかった。

著者

溝上 慎一

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.15, pp.107-118, 2009-12-01

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In past studies by the author regarding university students' learning and development, mainly three results were found; first, there was too little time for out-of-class studies regardless of the recent trend of hard studies in the classrooms. Second, nevertheless, those who studied hard outside classes felt they were developing; and third, the particular ways they spent outside classes were effective in acquiring new knowledge and skills. Through these results, this study examined university students' learning and development from a college life perspective. Past results implied that, if you would like to examine student learning and development, you should approach not only classroom studies but out-of-class studies and extra-curricular activities, too; that is, students' whole college lives. The survey was administered nationwide in November 2007. A total of 2, 013 students participated (988 first year and 1, 025 third year students). The analyses were done by using four student types (Type 1 to Type 4) which were determined using cluster analysis with scores of college lives. The main result was that Type 3 significantly felt more of their development than other types through many different activities, including in-class and out-of-class studies. Type 4 students, who enjoyed their college lives without being much involved with out-of-class studies, were as satisfied with their college lives as Type 3 students. However, Type 3 students scored significantly higher than Type 4 students on future perspectives, acquisition of knowledge and skills, etc. I concluded that well-balanced activities including studies were important for student learning and development.

著者

田口 真奈 後藤 崇志 毛利 隆夫 飯吉 透

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.23, pp.109-118, 2017-12-01

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京都大学は2014年よりKyotoUxとして、MOOCの提供を行っている。KyotoUxの研究チームでは、MOOCで得られた行動ログに加えて、質問紙調査を設計・実施して得られた回答を分析し、MOOCの質の向上に役立てるために講義を制作するチームやコース提供者に向けたフィードバックを行っている。本論文では、質問項目の設計プロセスやフィードバックのためのデータの可視化など、KyotoUxのデータ分析の実践について報告するとともに、今後、大学においてMOOCなどを通した教育実践を推進していくうえでの課題について論じた。

著者

Ramirez Jose Alejandro Oyama Yasuhiro

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.5, pp.153-163, 1999-10-01

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この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました。According to some experts, the thinking of most Japanese tends to be intuitive and emotional rather than logical; as it is apparently shown by the structure and use of the Japanese language that gives more preponderance to social nuances than to logical exactness. Besides this cultural bias, experts describe the educational system in Japan as one that promotes rote memory learning rather than the development of the students' reasoning abilities. Under this context, this paper explores two questions : First, are Japanese students at clear cultural disadvantage in developing their logical reasoning when compared to students in other cultures? Second, to what extent does university schooling in Japan foster the development of students' logical reasoning? To answer them, a sample of Japanese university students took a test on reasoning abilities. The results show that they perform much higher than Mexican students, and probably higher than American students too. However, fourth and first year Japanese students have statistically the same scores. Therefore, the main conclusion is that, although Japanese are not handicapped by their language to have good reasoning skills, four years of university schooling do not seem to improve the students' reasoning abilities.

著者

溝上 慎一

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.2, pp.184-197, 1996-06-30

被引用文献数

9

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この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました。

著者

及川 恵 坂本 真士

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.14, pp.145-156, 2008-12-01

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University students experience many stressful events throughout their school lives, such that primary prevention of depression has become increasingly important. The purpose of this study was to investigate the effectiveness of an existing psycho-educational program that was improved and then applied in a university psychology class of undergraduates. The program was refined based on past research results (e.g., Oikawa & Sakamoto, 2007ab, 2008), teaching materials and methods in order to enhance undergraduates' comprehension and interest in the program. The experimental group participated in the program, which was based on cognitive behavior therapy and consisted of lectures on knowledge and skills needed to cope with negative moods and thoughts, group work (discussion and role playing), and homework. In each session, the experimental group participants rated their degree of comprehension, and completed questionnaires before and after the program. The control group participated only in the questionnaires. The experimental group's ratings and responses indicated that they understood the program well and were interested in the program. The results suggested that the program was effective in improving participants' self-efficacy for coping with depression. Based on the results, the role of such a prevention program conducted in higher education was discussed.