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

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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

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

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

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

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

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

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.

著者

小川 勤

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.13-24, 2010-12-01

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This paper introduces a method to promote improvement of the curriculum systematically and continuously, as an example of Yamaguchi University's efforts to guarantee the quality of undergraduate education. It is necessary to restructure the curriculum including liberal arts education with specialized courses for a consistent undergraduate education. Yamaguchi University revised its Graduation Policy and Curriculum Policy that had been made six years ago to specify the system and the correspondence between subjects. Moreover, the curriculum flow chart and results evaluation system were developed. As a result of these approaches, the attitude of teachers towards a systematic match of educational improvement has changed. Moreover, the teachers came to be more interested in the curriculum.

著者

田島 充士

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.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 what is learned in only one social context, and defined the ability to generalize the application of such knowledge beyond that contexts 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 nurtured in different social contexts. However, engagement in co-creative communication with others from heterogeneous social backgrounds is not easy; some students achieve only partial understanding, even in interactions that require each speaker to engage in boundary crossing. In examining the effects of recent interventions by universities to promote students' ability to engage in boundary crossing and move beyond partial understanding, I identified those characteristics of university teachers that render them especially well-suited to facilitate this kind of growth in their students.

著者

里見 朋香

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.89-97, 2009-12-01

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After the incorporation of national universities on 1 April 2004, many of their administration experienced reorganization and personnel changes. Staff members are encouraged to develop their skills to participate more positively in university management. However, these ad-hoc measures are not always effective in making staff more active. In order to establish the university administration that works, the following ten key measures should be taken in order to create a system as a whole: 1) notification of job description, 2) clarification of targets, 3) assignment of right persons in the right position (more specifically, assignment of higher ranks with leadership), 4) establishment of career steps according to staff's expertise, 5) promotion of staff development, 6) establishment of performance evaluation system, 7) improvement of working conditions, 8) employment by various means, 9) clarification of staff's responsibility and competence, and 10) faculty-staff cooperation.

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

no.13, pp.101-119, 2007

被引用文献数

1

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.17, pp.27-36, 2011-11-30

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The purpose of the present study was to propose“ Class Process Performance (CPP)” and to develop the scale. CPP represents class attitude that university students want to gain through the class.“ Class Process Performance Scale (CPPS)” is used to measure CPP. Through Studies 1, and 2, CPPS was developed. In Study 1, 272 university students completed a questionnaire. The results of α coefficients showed reliability-; correlations between activeness and continuity to learning, future aims, and self-esteem demonstrated the validity of CPPS. In Study 2, 402 university students completed a questionnaire. The results of correlations analysis and analysis of structural equation modeling showed validity of CPPS: the goodness of fit ratings were GFI =.92, AGFI =.89, RMSEA =.06. The results of the present study showed that CPPS was a stable and valid scale.

著者

岩野 摩耶

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

巻号頁・発行日

vol.27, pp.25-36, 2021-12-21

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第一部 論考

著者

田中 孝平 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

巻号頁・発行日

vol.27, pp.1-12, 2021-12-21

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第一部 論考

著者

田地野 彰 寺内 一 金丸 敏幸 マスワナ 紗矢子 山田 浩

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.14, pp.111-121, 2008-12-01

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This paper presents a genre analysis of English academic research papers and discusses exploratory proposals for the application of a research paper-based corpus to academic writing materials development. The paper first introduces the development of a 3.7 million-word research paper-based corpus in six academic disciplines: sociology, education, economics, medicine, pharmacology, and engineering. The paper then shows an example of academic word lists and discusses the results of a study that was conducted to analyze two subgenres.titles and introductions.of academic research papers. In the study, the titles were analyzed in terms of linguistic structure and vocabulary, and the introductions were analyzed by means of Swales's Create-A-Research-Space (CARS) model. The paper concludes with some pedagogical implications for English academic writing materials development.

著者

森 裕生 網岡 敬之 江木 啓訓 尾澤 重知

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.13-24, 2017-12-01

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学期を通した学習内容の振り返りを促進するために、学生が「自己評価基準」「自己評価点」「自己評価基準の説明及び自己評価点の根拠」を検討する課題を取り入れた大学授業を2年間にわたり研究対象とした。1年目は最終回の授業で授業前と授業後の学生自身の「成長」に関するワークを、2年目は1年目の実績に基づいて授業デザインを変更し演習課題を通して身についた「能力・スキル」に関するワークを導入した。学生の提出した自己評価課題を質的に分析した結果、1年目は自己評価基準の51%にグループワークや演習課題の取り組み等の「授業形式」に関する自己評価基準が取り上げられた。授業デザインの変更を行った2年目は「授業形式」に関する自己評価基準は13%に減少した。また2年目は1年目と比較して(1)授業外で授業内容の応用に関する自己評価や自身の演習課題の回答などの学習プロセスに着目した自己評価が行われたこと、(2)自己評価基準の説明と根拠として、学生自身の学習プロセスと授業外での知識の応用に関する活動を融合させながら自己評価が行われたことなどが明らかになった。

著者

澁川 幸加

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 = Kyoto University Researches in Higher Education (ISSN:13414836)

巻号頁・発行日

vol.26, pp.25-36, 2020-12-01

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本稿の目的は、コロナ禍以降の単位制度における遠隔授業をめぐる論点を整理し、その論点に一定の応答をすることである。具体的には、遠隔授業が大学設置基準に制度化された2000 年代初頭以降、新たに登場したブレンド型授業やハイフレックス型授業によって、遠隔授業と面接授業との区別が困難になっているという課題などを指摘した。これら課題への応答ではミネルヴァ大学を事例として取り上げ、コロナ禍以降の単位制度において、(1)授業形態を面接授業が導入される割合により分類し、かつ履修状況を一元管理するシステムを導入することで、現行の遠隔授業と面接授業の区別を継続使用する案、(2)現行の区別に「ブレンド型授業」など新たな区別を加える案、(3)現行の遠隔授業と面接授業という区別を廃止し、時間の同期性のみに基づく新たな区別を設定し、単位制度を運用する案を述べた。