著者

門屋 光昭 Mitsuaki Kadoya

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

no.20, pp.19-33, 2001-03

著者

小川 修平

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

vol.30, pp.1-12, 2013-03

著者

鈴木 健之

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

vol.25, pp.23-30, 2008-03

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The aim of this paper is to interpret two books on childcare leaves by fathers from a sociological point of view. First, "Ikukyu Tosan no Seicho Nisshi," the first book on childcare leave by father in Japan, will be introduced. Second, "Shinmai Papa Wa Ikukyu-san," the most recent book on childcare leave by father in Japan, will be introduced. In Japan, hardly any fathers tend to take childcare leaves. In conclusion, an analysis of childcare leaves by fathers in Japan will be discussed.

著者

大矢 邦宣

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

vol.29, pp.29-37, 2012-03

著者

門屋 光昭

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

vol.14, pp.13-24, 1995-03-31

著者

土屋 章

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

vol.15, pp.203-217, 1996-03-19

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本稿では,昭和22年の学習指導要領にいたる戦後教育の目的・内容・方法について明確な視点を示し先導的役割を果たしているのが,連合国軍最高指令部の日本に対する覚書,米国教育使節団報告書(昭和21年3月30日)及び新教育指針(昭和21年5月15日配布開始)であると捉え,その内容を吟味している。連合国軍最高指令部の日本に対する覚書については,(1)「日本教育制度ニ対スル管理政策」(昭和20年10月22日),(2)「国家神道,神社神道二対スル政府ノ保証,支援,保全,監督並二弘布ノ廃止二関スル件」(昭和20年12月15日),(3)「修身,日本歴史及ビ地理停止二関スル件)(昭和20年12月31日)を考察の対象とした。これら「覚書」,「米国教育使節団報告書」,及び「新教育指針」で諭じられていることがらを,試みに,次に示すように包括的に整理しschema化してみた。以上が,昭和22年の学習指導要領に至る「覚書」,「米国教育使節団報告書」,及び「新教育指針」に提示されていることがらにみる,日本の戦後教育の目的・内容・方法の図式化の試みである。提示されている基本的枠組の上に,昭和22年3月20日に学習指導要領が出され,順序は逆転しているが,昭和22年3月31日の教育基本法及び学校教育法と続き,学習指導要領について直接規定する昭和22年5月23日の学校教育法施行規則へとつながってゆくことになる。この枠組は,いわば,昭和22年学習指導要領にとって昭和24年以後の教育課程審議会答申的役割を果たしたともいえる。

著者

桑原 俊明

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

vol.15, pp.115-123, 1996-03-19

著者

春日 菜穂美

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

no.22, pp.149-158, 2005-03

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The purpose of this study is to examine the effect of the "Picture-story Method of Expression" on identity establishment. The experimental group included 14 female students who experienced the "Picture-story Method of Expression" for a period of about 2 months once a week. The change of identity was measured by doing the Multi-dimensional Ego Identity Scale (MEIS) before and after the "Picture-story Method of Expression". The control group had 57 female students who were tested at the same time by using the same scale as the experimental group. Results in the categories of "Self-Sameness, Continuity" and "Self-Identity" in the experimental group were higher than those of the control group. In spite of the group enforcement for a short period, such changes in the time dimension of identity were observed. As one of the causal elements of the changes, importance was noted of the drawing which provided the participants a container for internal experience. In addition, the characteristics of the 2 drawing methods that were presented at this time were discussed. It was suggested that the direct drawing of a "felt sense" had ease and the indirect drawing of a "felt sense" had a high symbolic nature.

著者

西 俊六

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

vol.23, pp.178-160, 2006-03-30

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According to the announced "OECD Investigation of Learning Arrival Degree" (PISA), it has become clear that the scholarship of Japanese students has fallen in terms of reading comprehension, including a logical intellectual power. Responding to this, the Ministry of Education, Science and Culture has mapped out a revised course of study that took the training of "PISA-type Reading Comprehension Abilities" into consideration. In the sectional meeting of the Central Council of Education, the Ministry is going to implement these new tools of learning in their "Reading Comprehension Improvement Program" and has said that they will distribute them to elementary and junior high schools in the future. Thus, a new item of "Conveying Ability" was added to the objectives of national language in the existing course of study. "Conveying Ability" is the ability that can adequately promote a smooth mutual transmission of language and understanding of expression by precisely expressing language, and while respecting another's situation and thought in relation to one on one interaction. It is necessary for a language department to foster the student's will and manner that are linked with making good human relations and building a healthy society by the promotion of this "Conveying Ability" in our schools. At this time, I will try to present a way to foster a "Thinking-type of reading" as stated in the novel, "Rashomon", written by Ryunosuke Akutagawa, which is included in the "National Language integration".

著者

日暮 雅夫

出版者

盛岡大学

雑誌

盛岡大学紀要 (ISSN:02860643)

巻号頁・発行日

vol.15, pp.1-10, 1996-03-19