著者

富川 光 鳥越 兼治

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. 第二部, 文化教育開発関連領域 = Bulletin of the Graduate School of Education, Hiroshima University. Part. 2, Arts and science education (ISSN:13465554)

巻号頁・発行日

no.56, pp.17-22, 2007

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External morphologies of three major edible crustaceans, prawns, crabs, and squillas, are described and compared. Additionally, an example of summary of observation results is shown. The possible availability of crustaceans in education is discussed.

著者

長尾 寛子

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. 第二部, 文化教育開発関連領域 = Bulletin of the Graduate School of Education, Hiroshima University. Part. 2, Arts and science education (ISSN:13465554)

巻号頁・発行日

no.53, pp.445-453, 2004

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The aim of this paper is to clarify the meanings of the term "space expression" in paintings. It has two meanings; the one is the representation of three-dimensional objects in paintings that have only two dimensions; the other is the expression of space as it is in paintings. Space expression in paintings has its grounds in the psychological mechanisms of space cognition. The ultimate basis of space expression in paintings is the existence and development of cognitive space in human cognitive processes.

著者

一藤 浩隆

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. 第二部, 文化教育開発関連領域 = Bulletin of the Graduate School of Education, Hiroshima University. Part. 2, Arts and science education (ISSN:13465554)

巻号頁・発行日

no.68, pp.119-128, 2019

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本稿は広島国際学院大学現代社会学研究科に提出した修士論文の一部に加筆修正を行ったものである。

著者

西本 喜久子

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. 第二部, 文化教育開発関連領域 = Bulletin of the Graduate School of Education, Hiroshima University. Part. 2, Arts and science education (ISSN:13465554)

巻号頁・発行日

no.56, pp.131-140, 2007

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The purpose of this paper is to clarify the historical progressive factors and the status of the Willson's Readers in 19th century America. It is based on the comparative consideration concerning the construction and content of the lesson materials of the famouse McGuffey's First Reader published in 19th century America. In 19th century America, gradually the Pestalozzian theory had been prevailing especially for elementary school education due to the stoic way of teaching reading or recitation. The author believed this new pesralozzian education was the new educational style and new framework of education for Japan at the begining of Meiji Era. Undoubtedly, the Willson's readers had been based on this principle. The author thinks this is the reason because the readers were selected as models of SHOUGAKUTOKUHON compiled by Yoshikado Tanaka and published by Monbusho in 1873-74. The results of this research are as follows; (1) The character of the material is based on the developmental stage of language (letters) acquisition of schoolchild which is admitted one by one. (2) The lesson sentences are interrogative and thinking and answers are based on observation of illustrations. (3) The genre and range of materials are more the reflected extensions of the child's life experiesce.

著者

山元 隆春

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. 第二部, 文化教育開発関連領域 = Bulletin of the Graduate School of Education, Hiroshima University. Part. 2, Arts and science education (ISSN:13465554)

巻号頁・発行日

no.52, pp.73-78, 2003

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In this Paper, Peter Rabinowitz and Michael Smith's Authorizing Readers (1997) was considered as a fundamental work for teaching of fictional texts. Rabinowitz and Smith emphasized the dialogical relationships between "the authorial reader" and "the narrative reader" in reading acts of a practical reader. Rabinowitz argued that if readers failed to playing either "the authorial reader" or "the narrative reader", they would take any misreadings such that what he called "Quixotic" or "Emma-Bovary" or "Blimberism." On the other hand, Smith argued if readers wouldn't play as "the narrative reader" but as "the authorial reader," they couldn't get the point of the story, and couldn't respect not only characters and narrator but also the author of the story. Rabinowitz also emphasized the rhetoric of fragile texts, and suggested that we teachers of fictions must resist what he called "the Doctorine of the Macho Text," and consider the fragilities of fictional texts for comprehending any other reader's comprehention. In conclusion, some suggestions for reconstructioning teaching and learning of fictions were suggested as follows ; 1)For respect to the author, we must recognize the effectiveness of "the authorial reader" concept in reading act. ; 2)For respect to the narrators and the fictional characters, we must develop literary reading process founded by the triadic relations with practical reader, "the authorial reader" and "the narrative reader" ; 3)For respect any other peer-readers, we should develop teaching practices holding perspectives to fragilities of fictional texts.

著者

山元 隆春

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. 第二部, 文化教育開発関連領域 = Bulletin of the Graduate School of Education, Hiroshima University. Part. 2, Arts and science education (ISSN:13465554)

巻号頁・発行日

no.51, pp.91-100, 2002

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In this Paper, Peter Rabinowitz and Michael Smith's Authorizing Readers (1997) was considered as a fundamental work for teaching of fictional texts. Rabinowitz and Smith emphasized the dialogical relationships between ""the authorial reader"" and ""the narrative reader"" in reading acts of a practical reader. Rabinowitz argued that if readers failed to playing either ""the authorial reader"" or ""the narrative reader"", they would take any misreadings such that what he called ""Quixotic"" or ""Emma-Bovary"" or ""Blimberism."" On the other hand, Smith argued if readers wouldn't play as ""the narrative reader"" but as ""the authorial reader,"" they couldn't get the point of the story, and couldn't respect not only characters and narrator, but also the author of the story. Rabinowitz also emphasized the rhetoric of fragile texts, and suggested that we teachers of fictions must resist what he called ""the Doctorine of the Macho Text,"" and consider the fragilities of fictional texts for comprehending any other reader's comprehention. In conclusion, some suggestions for reconstructioning teaching and learning of fictions were suggested as follows; 1) For respect to the author, we must recognize the effectiveness of ""the authorial reader"" concept in reading act. ; 2) For respect to the narrators and the fictional characters, we must develop literary reading process founded by the triadic relations with practical reader, ""the authorial reader"" and ""the narrative reader""; 3) For respect any other peer-readers, we should develop teaching practices holding perspectives to fragilities of fictional texts.

著者

川島 浩勝

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. 第二部, 文化教育開発関連領域 = Bulletin of the Graduate School of Education, Hiroshima University. Part. 2, Arts and science education (ISSN:13465554)

巻号頁・発行日

no.68, pp.73-80, 2019

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The Relationship between general listening proficiency and musical background was investigated from the perspective of Japanese EFL learners with various levels of English learning experience. The subjects' (n = 63) general English listening proficiency was examined by the listening section of a standardized English language proficiency test. With regard to musical background, the subjects' fondness for school music education and out-of-school music activities were assessed by nine-point Likert-scale questionnaires at the elementary and junior high levels and from the elementary to college level, respectively. The subjects' English learning experience, defined by the amount of their out-of-school English learning from the elementary to college level, was also assessed by the same style of questionnaires. Data analyses, including principle component regression analysis, revealed: 1) that both the learners' English learning experience and musical background may be independently related in statistical significance to general listening proficiency, although the link between musical background and general listening proficiency is not strong; 2) that the observation of such relationships may become feasible when non-linear elements such as interactions of out-of-school music activity variables are employed; and 3) that the predictive power of the variance of general listening proficiency by musical background may reach its highest level, 27% (p=.00).