著者

黒川 麻実

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.64, pp.47-56, 2015

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This article examined the folktale "The Three Years Hill" which has been handed down to us from a distant past in Korea and appeared in Korean textbook and Japanese one until today. The first time to appear in textbook is 1934 in Korea under Japanese occupation. But Japanese and Korean education researchers do not recognize its historical background. The purpose of this article is to reconstruct its historical background and to compare its educational effects on between Japanese and Korean textbooks. The results of my investigation are as follows: 1) Historical background as an educational material: in Korea (1945̃1965), the same version of it was selected from the textbook in occupied Korea. After 1987, its text in Korean textbook was revised five times, and each version has different formats and learning goals. In Japan, a single version of it has been selected and stays in the textbook until now with shifting its learning goals and contents. 2) Features of textbooks and curriculum in Korea: the various materials are arranged for aid to develop children's language abilities. 3) Historical background as a folktale: the reason why it continues to appear in textbooks across time and space as seen above is not only its attractive contents but also its historical background, that is, the effect of the colonial policy on Korea from Governor-General of Korea.

著者

丸山(山本) 愛子

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第一部 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.58, pp.73-80, 2009

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This research investigated developmental changes in self-regulation, which is divided into two categories: self-assertion and self-inhibition, in comparison of four periods i.e., infancy, childhood, adolescence and youth. Japanese university students (N=132), 21 years old, evaluated their self-assertive behavior and self-inhibitive behavior in each of the periods. The results were as follows: (1) The scores of self-evaluation of self-inhibition gradually increases from infancy to youth. (2) As to self-evaluation of self-assertion, the score in childhood is the highest and that in adolescence is the lowest. (3) Each score of all four periods shows significant correlations with its closest periods. (4) As to the scores of self-evaluation of either self-assertion or self-inhibition, there is no significant relation between the period of infancy and that of youth.

著者

柴 一実

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.65, pp.53-62, 2016

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The current study sought to clarify the materials provided by Genjiro Oka (1901–84), an official at the Ministry of Education in Japan, during science education reform in postwar Japan. An analysis of documentary records revealed four main findings: (1) G. Oka's private library contained 727 Japanese books and 72 foreign books. The foreign books included writings by K.M. Harkness, V.T. Edmiston and H. Heffernan. These books are thought to have been given to G. Oka by three officials at the CIE. (2) Comparing the "Course of Study in Elementary Science" (1947) compiled by the Ministry of Education with "Science in General Education" (1938) by K.M. Harkness revealed that the former writing quoted a section on evaluation from the latter writing. In addition, "Science in General Education" (1938) appears to have influenced "Objectives of Understandings" (1947) compiled by the Advisory Committee on Science Curriculum in Japan. (3) Comparing "Course of Study in Elementary Science" (1947) with "Course of Study in Elementary Science, Spokane Public Schools" (1943) written by V.T. Edmiston revealed that the educational contents from the 1st grade to the 3rd grade in the former writing were quoted from the basic science concepts of the latter writing. (4) It appears that G. Oka made use of the foreign books provided by the officials at the CIE when he compiled "Course of Study in Elementary Science" (1947) and "Objectives of Understandings" (1947).

著者

柴 一実

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.61, pp.69-78, 2012

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The purpose of this study was to clarify how the magazine Gin-no-suzu ( Silver Bells ) for children in the lower classes at elementary school influenced the substitute science textbook and the authorized science textbook for that school. Through the study of documentary records, the following results were reached : (1) The magazine Gin-no-suzu was begun to edit by the elementary school teachers participated in Hiroshima Culture Advancement Committee for Children and was written by the teachers in Hiroshima Higher Normal School and the attached elementary school of it, etc. (2) In the magazine Gin-no-suzu for the 1st and 2nd grade, the unit "Lifestyle for disease prevention" published in January 1947 was carried on the contents in the substitute science textbook, "Rika-no-tomo ( Science as a friend )" ( 1948 ) and the authorized science textbook," Yoikono-kagaku ( Science for good children )" ( 1950 ). (3) The unit" Sailing boat" published in the magazine Gin-no-suzu for the 3rd grade in July 1948, was succeeded to inherit in "Yoiko-no-kagaku ( Science for good children )" ( 1950 ). (4) Therefore the part of contents of the the substitute science textbook and the authorized science textbook were thought to compile with reference to the same ones in the magazine Gin-no-suzu.

著者

長山 弘

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.68, pp.57-65, 2019

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Beginning in 2020, programming education will be required in elementary schools in Japan. In addition, it is necessary to consider how to programming education can be implemented in music classes. This paper discusses the importance of tinkering in music-making activities during programming education in elementary schools. First, "tinkering" was defined and some characteristics considered. Some aspects of tinkering in music-making activities were considered in addition to some advantages of tinkering with computer software. Although tinkering greatly differs from computational thinking, the possibility of adapting them was considered. Finally, the significance of tinkering in both music and programming studies is pointed out.

著者

李 勇華

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.68, pp.114-105, 2019-12-20

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Postmodern is (re) defined as a coexistence of two types of worldview perceptions: materialism reflection theory and the third term theory, which is sung by Tanaka Minoru. In the development of Roland Barthes' thought, the essay "The Death of the Author" and "From work to Text" can be considered as Barthes' postmodern. T. Todorov of France and Tando Hirofumi of Japan who criticized the present literary education failed to catch Barthes` thought and could not pass postmodern. Therefore, it should be reconsidered whether literary education criticism made by them is valid. At the end of this paper, I would like to show the appropriate reading of the future cross-research between literature study and literature education study by reading Lu Xun's "Kokyo" in a reading required by post-postmodern thought.

著者

柴 一実

出版者

広島大学

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

vol.50, pp.91-100, 2002-02-28

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The 377 CIE and USIS films have been preserved at Tokushima Prefectural Archives. After examining them, seven CIE films and one USIS film were found out as to science education. Comparing the CIE film "Beware of Fire" producted by Japan with "Chemistry of Fire" by U.S.A., it was found that they were excellent motion pictures from the viewpoint of science education.

著者

篠崎 祐介

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.61, pp.131-139, 2012

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I considered by Habermas's "The Theory of Communicative Action" the following: what aim, content and method in learning with essay "Mizu no Tozai" as teaching material of high school can be set. The next thing it was revealed as a result of the consideration. They can be set from three points of view: Infer vagueness of argument (understanding), criticize that contrary to integrity about the way of narrative (criticizing), and examine the validity again (discourse).

著者

権藤 敦子

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.62, pp.65-72, 2013

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This study focuses on a kind of Bhutanese folk music. Bhutanese people have an antiphonal singing custom, tsangmo. In tsangmo people improvise their words according to the old memorized text on several simple melodies. As Yoshihiro Ino demonstrated, each verse of tsangmo consists of 4 lines with each line having a fixed number of syllables and people sing in turns sometimes employing impromptu singing. In Asia there are many kinds of antiphonal singing like tsangmo but the style of musical dialogue is common feature. The dialogue functions as a system of generating songs. Needless to say it is important for people to be able to sing freely as they want to express their thoughts and feelings. For the reconsideration of leaning process of music classes in elementary schools it might be beneficial to examine the viewpoints of cultural anthropology to the style of singing dialogue like tsangmo.

著者

梶井 芳明

出版者

広島大学

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

vol.51, pp.35-44, 2003-03-28

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This paper discusses the changes of the objectives of the Japanese language education and Japanese writing in the Japanese National Standards after World War II and researches that examined the validity and reliability of the criteria for evaluating writing in the fields of Japanese language education and educational psychology. Results of the review show that objectives of the Japanese language education and Japanese writing have been changing. In the 1947-1968 Japanese National Standards, the objectives were activity-based, that is, developing children's speaking, listening, writing and reading skills. In 1977-1989, however, these objectives have changed to ability-based, focusing on the children's ability to express and understand. And in the New Japanese National Standards (1998), the objectives changed again to activity-based. Likewise, the system for evaluating children's compositions have also changed, that is, the criteria used for each grade level have been integrated, resulting in three sets of criteria; one each for low grade (Grades 1 and 2), middle grade (Grades 3 and 4), and high grade (Grades 5 and 6). Thus, teachers need to use the criteria more carefully, taking into consideration the actual grade level of the children. In terms of research, there is a need to clearly define the evaluation items and for the teachers to experience the use of these items in order to improve the validity and reliability of the evaluation of compositions.

著者

中村 和世

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

no.54, pp.123-132, 2006-03-28

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This paper is about the influence of Albert C. Barnes on the development of John Dewey's theory of aesthetic education. Based on the content analysis of correspondences between Barnes and Dewey from 1917 to 1934, their relationship is discussed regarding two questions. One question is concerned about the psychological aspect of their relationship; what kind of personal relationship did they develop? They developed mutually intimate and sincere relationship, which helped them exchange and form their theories of aesthetic education. Another question is concerned about Barnes's theoretical support for Dewey's development of aesthetics. This study reveals that the support given by Barnes to Dewey is not only the knowledge of art, but also insightful thought on aesthetic experience, which consequently helped Dewey develop essential thoughts on his aesthetics. Such thoughts are classified into five topics: the knowledge of art, form of art, objectivity in taste, criticism, and reproductive aspect of an experience of art. It is concluded that with Barnes who agreed with Dewey's theory that the interaction between the live animal and the environment is fundamental to aesthetic education, Dewey was able to carry out his study of naturalistic humanism further in the field of art.

著者

樋口 聡

出版者

広島大学

雑誌

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 (ISSN:13465546)

巻号頁・発行日

vol.51, pp.9-15, 2003-03-28

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This paper examines Richard Shusterman's ""Somaesthetics and Education"" from the viewpoint of learning theory. The points of the discussion are: (1) what is somaesthetics?, (2) three fundamental dimensions of somaesthetics, (3) educational value of practical somaesthetics, (4) somaesthetic exercise and school curriculum. Significance and capability of somaesthetics would be considered in three aspects in terms of the problems of learning and education: (1) rethinking the pragmatism in education, (2) new framework of the relationship between theory and practice, and (3) reconsidering the dualistic scheme of mind and body.