著者

村澤 由利子

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)

巻号頁・発行日

vol.22, pp.303-317, 2007

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Carl Reinecke composed four piano concertos. It is impossible to obtain these scores in Japan, because the opportunity to perform them is rare worldwide. In December 2005, I was invited and performed the fourth piano concerto in Weisser Saal-Neues Schloss Stuttgart, Germany. Based on this work, I examined and considered to the fourth piano concerto, character of Carl Reineche, and his connection with other musicians, by the rental score and his autobiography obtained from Germany.

著者

高原 光恵 津田 芳見 橋本 俊顕 成瀬 進

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)

巻号頁・発行日

vol.24, pp.58-63, 2009

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We examined the gaze point of adults who didn't have the symptoms of dyslexia when looking at a child's handwritten characters. Subjects were 14 adults, and half of them were teachers. They looked at 10 photo images that showed a boy writing characters, hiragana and kanji. Their gaze points were analyzed by using an eye tracking system. Three kinds of indices were as follows ; time to first fixation (TFF), fixation length (FL), and fixation counts (FC). The results showed there was no gaze point difference in all indices whether they have an experience as a teacher or not. But there was a difference among the areas as for "TFF" and "FL". Most subjects have a tendency to pay attention early to near the center and the first line. And longer fixation length areas were the final line and the central upper area. These results partly correspond to the preceding research.

著者

大林 正史 Masafumi OBAYASHI

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)

巻号頁・発行日

vol.35, pp.120-134, 2020

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The purpose of this study is to clarify the current status of learning support as a measure to prevent children's poverty in A prefecture in Chugoku and Shikoku region, and to consider the tasks. In this study, interviews and observations were conducted. As a result, the following four points were raised regarding the tasks of learning support as measures for poverty of children in A prefecture. The first task is that the A Prefecture Board of Education works together with the welfare department to think the community future cram school and "children's learning support project" as a child poverty countermeasure. The second task is to establish a universal system in mountainous areas, and a selective system based on academic ability in plain and urban areas. The third task is to clarify the division of roles to make the cooperation of actions related to learning support as a countermeasure for children's poverty work. The fourth issue is to reexamine the purpose of "Children's Learning Support Project" and "Regional Future School".

著者

皆川 直凡 島本 政志 Naohiro MINAGAWA Masashi SHIMAMOTO

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)

巻号頁・発行日

vol.33, pp.16-23, 2018

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In this study, the class of drawing and manual arts introducing elements of moral education was conducted. In this class, introduction moving feeling and thinking was executed with giving special consideration to children's zone of proximal development. The results showed, the sixth-grade elementary school students think for themrselves, and conducted a graduation project to express feeling of gratitude toward family members.

著者

大林 正史 Masafumi OBAYASHI

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Naruto University of Education (ISSN:18807194)

巻号頁・発行日

vol.35, pp.120-134, 2020-03-10

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The purpose of this study is to clarify the current status of learning support as a measure to prevent children's poverty in A prefecture in Chugoku and Shikoku region, and to consider the tasks. In this study, interviews and observations were conducted. As a result, the following four points were raised regarding the tasks of learning support as measures for poverty of children in A prefecture. The first task is that the A Prefecture Board of Education works together with the welfare department to think the community future cram school and "children's learning support project" as a child poverty countermeasure. The second task is to establish a universal system in mountainous areas, and a selective system based on academic ability in plain and urban areas. The third task is to clarify the division of roles to make the cooperation of actions related to learning support as a countermeasure for children's poverty work. The fourth issue is to reexamine the purpose of "Children's Learning Support Project" and "Regional Future School".

著者

原田 昌博 Masahiro HARADA

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Naruto University of Education (ISSN:18807194)

巻号頁・発行日

vol.35, pp.215-244, 2020-03-10

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Das Ziel dieser Abhandlung ist es, die Sachlage der politischen Kneipen in Berlin am Anfang der 1930er Jahren aufzuklären, die als der Ausgangspunkt der politischen Gewalt funktionierten. Dabei lege ich den Schwerpunkt besonders auf den inneren Zustand und die verschiedenen Funktionen der politischen Kneipen, das Verhalten ihrer Schankwirte, die Beziehungen zwischen den politischen Kneipen und ihren Umgebungen und das polizeiliche Vorgehen. Die politischen Kneipen in der Weimarer Republik übernahmen die Tradition der Kneipenkultur der sozialdemokratischen Arbeiterbewegung, die in der letzten Hälfte des Deutschen Reiches entstand. Deshalb kann man unter dem Gesichtspunkt der Verbindung der Kneipen mit Politik auf eine Kontinuität von dem Kaiserreich zu der Weimarer Republik hinweisen. In der Weimarer Zeit hatte allerdings nicht nur die SPD, sondern auch die KPD und die NSDAP, also die nach dem Ersten Weltkrieg gegründeten Massenparteien, eigene Kneipen/Lokale errichtet, sodass sich die Kneipenkultur politisch polarisierten und diese Tendenz am Ende der Weimarer Republik viel größer wurde. Auf der anderen Seite hatten die politischen Kneipen im Kaiserreich als „Versteck“ funktioniert, damit man der Beaufsichtigung und der Unterdrückung der Obrigkeiten entkommen konnte, während in der Weimarer Zeit sie zum „Gefechtsstand“ im Arbeiterviertel für Überfälle auf den Gegner oder die Propaganda auf den Straßen geworden waren. Die politischen Kneipen, die öfter in der Umgebung aneinander anstoßen, waren zweifellos ein symbolisches Dasein für den politischen Alltag in der Endphase der Weimarer Republik, der durch die politische Gewalt wie Zusammenstöße und Überfälle auf der Straße charakterisiert war. Alles in allem war in der Weimarer Zeit die Beziehung der Kneipen mit der Politik sehr kompliziert geworden, da zusätzlich zum „vertikalen“ Gegensatz im Kaiserreich zwischen den Obrigkeiten und den Arbeiter der „horizontale“ Gegensatz zwischen den politischen Parteien hinzukam.

著者

加藤 由起子 金児 正史 泰山 裕 池田 誠喜 胸組 虎胤

出版者

鳴門教育大学

雑誌

鳴門教育大学授業実践研究 : 授業改善をめざして = Naruto University of Education forum for classroom research (ISSN:13471120)

巻号頁・発行日

vol.20, pp.83-90, 2021-07

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Ⅱ大学院における授業実践研究

著者

北田 奈緒子 西村 公孝

出版者

鳴門教育大学

雑誌

鳴門教育大学授業実践研究 : 授業改善をめざして = Naruto University of Education forum for classroom research (ISSN:13471120)

巻号頁・発行日

vol.20, pp.123-130, 2021-07

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Ⅲ大学以外の授業実践研究

著者

原田 昌博 Masahiro HARADA

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)

巻号頁・発行日

vol.35, pp.215-244, 2020

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Das Ziel dieser Abhandlung ist es, die Sachlage der politischen Kneipen in Berlin am Anfang der 1930er Jahren aufzuklären, die als der Ausgangspunkt der politischen Gewalt funktionierten. Dabei lege ich den Schwerpunkt besonders auf den inneren Zustand und die verschiedenen Funktionen der politischen Kneipen, das Verhalten ihrer Schankwirte, die Beziehungen zwischen den politischen Kneipen und ihren Umgebungen und das polizeiliche Vorgehen. Die politischen Kneipen in der Weimarer Republik übernahmen die Tradition der Kneipenkultur der sozialdemokratischen Arbeiterbewegung, die in der letzten Hälfte des Deutschen Reiches entstand. Deshalb kann man unter dem Gesichtspunkt der Verbindung der Kneipen mit Politik auf eine Kontinuität von dem Kaiserreich zu der Weimarer Republik hinweisen. In der Weimarer Zeit hatte allerdings nicht nur die SPD, sondern auch die KPD und die NSDAP, also die nach dem Ersten Weltkrieg gegründeten Massenparteien, eigene Kneipen/Lokale errichtet, sodass sich die Kneipenkultur politisch polarisierten und diese Tendenz am Ende der Weimarer Republik viel größer wurde. Auf der anderen Seite hatten die politischen Kneipen im Kaiserreich als „Versteck" funktioniert, damit man der Beaufsichtigung und der Unterdrückung der Obrigkeiten entkommen konnte, während in der Weimarer Zeit sie zum „Gefechtsstand" im Arbeiterviertel für Überfälle auf den Gegner oder die Propaganda auf den Straßen geworden waren. Die politischen Kneipen, die öfter in der Umgebung aneinander anstoßen, waren zweifellos ein symbolisches Dasein für den politischen Alltag in der Endphase der Weimarer Republik, der durch die politische Gewalt wie Zusammenstöße und Überfälle auf der Straße charakterisiert war. Alles in allem war in der Weimarer Zeit die Beziehung der Kneipen mit der Politik sehr kompliziert geworden, da zusätzlich zum „vertikalen" Gegensatz im Kaiserreich zwischen den Obrigkeiten und den Arbeiter der „horizontale" Gegensatz zwischen den politischen Parteien hinzukam.

著者

今田 雄三 Yuzo IMADA

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Naruto University of Education (ISSN:18807194)

巻号頁・発行日

vol.35, pp.157-169, 2020-03-10

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This paper discusses interviewing skills, which is the most basic for psychological support practitioners, focusing the improvement method during the graduate course and the mind frame before studying theories, explaining as simply as possible. Until the first case interview, the graduate students are expected to stepwisely achieve the following three issues: (1) to turn the main concern from "their own mind" to "the mind of the others", (2) have enough practice of thinking "the mind of the others" in the other person's position, (3) to change the evasive attitude towards psychological communication with others and to think the communication itself as comfortable. Additionally, what is important for the desirable interviews is not to immediately achieve perfection in improving skills, but to keep resilience in recognizing, resolving the problems in a straightforward way.

著者

北添 紀子 Noriko KITAZOE

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Humanities and Social Sciences, Naruto University of Education (ISSN:13434403)

巻号頁・発行日

vol.20, pp.23-30, 2005-03-04

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The purpose of this study was to investigate the supervisees' opinions about the supervision and the case conference. The survey used questionnaires, which subjects described freely. The opinions about "the role of supervision" were categorized in three groups, which are "to review", "to administrate", and "emotional support". More trainees who didn't take charge in clients considered that "the role of supervision" was "emotional support" than trainees who take charge in clients. Most trainees who didn't take charge in clients thought "the expectation of supervision" was "to administrate". Inexperienced trainees seem to be anxious and worry about counseling. I suppose that they demand firm and verbal support because of anxiety. Supervisees' behavior if they encounter some difficulties were categorized in three gouges, which are "to consult with their supervisors", "to think myself", and "to consult with their coworkers". In that situation, most trainees thought they would "consult with their supervisors", but about half of supervisees thought that they would "think myself". Less than half of supervisees thought "the role of supervision" was "emotional support". According to these results, it may be that supervisees more depend upon their supervisors than they are conscious of their dependent. More than half of inexperienced trainees thought "the role of case conference" was "to get new point of view" and "to get new knowledge". On the other hand, more than half of experienced trainees thought it as "to think about not only the presentation case but also oneself". Trainees may be able to attend as active participant thorough experience the relationship of client-therapist. However, we discuss how we do to activate case conference. According to our study, I think that it is important to review and discuss about our supervision and case conference with our supervisees again.

著者

吉井 健治 Kenji YOSHII

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Naruto University of Education (ISSN:18807194)

巻号頁・発行日

vol.30, pp.41-51, 2015-03-13

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In the counseling and the educational counseling, it is important that a counselor and the teacher understand how children, young people and parents experience and feel. Next, a counselor and the teacher solve the problem in cooperation with children, young people and parents. Then, 12 skills of listening to get closer to the feeling of the partner are proposed and explained in this article. These are basic technique of counseling. These are derived from author’s clinical experience as counselor during approximately 25 years. These 12 skills are not based on a specific psychotherapy theory, but are mixed various psychotherapy theories.

著者

橋川 喜美代

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)

巻号頁・発行日

vol.25, pp.38-50, 2010

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The purpose of this paper is to research the roots of acceptance of the Pestalozzi?Fr?bel?Haus in the World's Columbian Exposition in Chicago, analyzing the free kindergarten movement in Calofornia. Elizabeth Peabody, a Boston intellectual and educator, set up her own kindergarten in Boston. In 1867 she traveled to Germany to study with the then most prominent female kindergarten founder in Germany, the Baroness von Marenholz?B?low. Peabody persuaded some German kindergartners, including Emma Marwedel, to come to America. Peabody was interested in the controversy between Marenholz?B?low and Schrader?Breymann who was founded Pestalozzi?Fr?bel?Haus. She sent two best?trained kindergartners to Berlin in order to make sure of the truth of the controversy. In 1880 the visitor to Berlin published a very favoable report in American Journal of Education. To this report publishers added a few extracts from a very attractive and instructive volume by Mary Lyschinska, entitled The Kindergarten Principle : Its Educational Value and Chief Applications. Emma Marwedel, who emigrated to America in 1870, moved from Washington, D.C., to California, where she established the state's first free kindergarten and kindergarten training school. In 1878 Siver Street Kindergarten was sponsered by Felix Adler, who had founded an organization, the Ethical Culture Society. The head teacher at Silver Street Kindergarten was Marwedel's student Kate Douglas Wiggin. In 1883, Wiggin to Peabody that Lyschinska's article had so closely resembled one that she had just written that she feared the suspicion of plagiarism. Wiggin intrested teaching methods by Schrader?Breymann like Peabody. In 1892 the International Kindergarten Union was organized by the American kindergartners. Sarah Cooper was elected the first President. Cooper was a woman of rare power and influence, who had been identified with every phase of philanthropic work, but whose great mission was revealed to her by a single morning's visit to the Siver Street kindergarten. In 1879 Cooper founded the Jackson Street Kindergarten Association, later to be renamed the Golden Gate Kindergarten Association. The International Kindergarten Union requested to sponsor the exhibit at the World's Columbian Expositon in Chicago of 1893. Annette Hammink?Schepel, former student of Schrader?Breymann, who supervised the exhibit at the World's Fair. The visibility and prestige of the Pestalozzi?Fr?bel?Haus were increased by the exhibit. By historically tracing the roots of acceptance of the Pestalozzi?Fr?bel?Haus in the World's Columbian Exposition in Chicago, we would have a better understanding of the free kindergarten movement in California.

著者

鈴木 優香 廣田 知子

出版者

鳴門教育大学

雑誌

鳴門教育大学授業実践研究 : 授業改善をめざして = Naruto University of Education forum for classroom research (ISSN:13471120)

巻号頁・発行日

no.19, pp.11-16, 2020-07

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Ⅱ大学院における授業実践研究

著者

木原 資裕 皆川 直凡 立岡 裕士 藪下 克彦 内藤 隆 田村 隆宏 南 隆尚 町田 哲 久米 禎子 眞野 美穂 畠山 輝雄 小倉 正義 Motohiro KIHARA Naohiro MINAGAWA Yuuzi TATUOKA Katsuhiko YABUSHITA Takashi NAITO Takahiro TAMURA Takahisa MINAMI Tetsu MACHIDA Teiko KUME Miho MANO Teruo HATAKEYAMA Masayoshi OGURA

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Naruto University of Education (ISSN:18807194)

巻号頁・発行日

vol.36, pp.334-348, 2021-03-10

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Naruto University of Education offers an undergraduate class called "Awa (Tokushima) Studies", which is taught by twelve instructors whose specialties span history, geography, psychology, art, physical education, and linguistics. In this class, after studying the background and history of Ohenro, a pilgrimage route in Shikoku, in classroom lectures, the students and the instructors walk a part of the pilgrimage route on a one-night-two-day trip, in which interdisciplinary studies are practiced. This class is an ideal opportunity for teacher training and therefore can serve to strategically promote Naruto University of Education as a unique university in offering such a class.

著者

小川 勝 Masaru OGAWA

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Naruto University of Education (ISSN:18807194)

巻号頁・発行日

vol.36, pp.302-311, 2021-03-10

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Parietal art was discovered at Vallon Pont'dArc, Ardeche, France on December 18th 1994, called Chauvet Cave after the name of leader for this extraordinary find. Since then, 25 years have passed, its investigation has been continued only with a single group of researchers organized by French Government. Facilities of conservation have been installed almost perfectly for the future generations, and for more hundred years we will learn the artistic values from Prehistoric Ancestors. As a Japanese scholar of cave art, I, with other 3 Japanese Professors, could enter the cave for the first time, at last, March 2nd 2020. In this writing, I am to show the background of 25 years researches, and, above all, to critic the mutable problem of dating, according to another information from Germany. Spain and so on. Lastly. I would do confirm my theory of Integration formed by Chauvet examples with magnificent artworks thorough all the ages of Homo Sapiens.

著者

鉄口 真理子 Mariko TETSUGUCHI

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Naruto University of Education (ISSN:18807194)

巻号頁・発行日

vol.36, pp.291-301, 2021-03-10

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The purpose of this study is to clarify the continuity between living experience and expression in music class using local folk music as educational materials with a focus on physical activities. Firstly, we organized the positioning of physical activities in this study, with reference to "Experience and Nature" by Dewey as prior research on "quality". Then, we planned and practiced an instrumental music class for the fourth-grade elementary students using "Danjiri-bayashi", a local folk musical piece of Osaka Prefecture, and analyzed it with a focus on the relation between the physical activities and instrumental musical expressions by the students. Lastly, we examined the influence of physical activities on the continuity between life experience and expression. As a result of our practical analysis, it was observed that the qualities received by the children through their physical activities in their past living experiences and the qualities newly received in their learning on the foundation of their living experiences were embodied and exhibited in their musical expressions in continuity. This result has revealed that the continuity between students' living experiences and expressions in a music class using local folk music as educational materials can be perceived in their reception and embodiment of qualities, and that physical activities play the role of enhancing such continuity. Moreover, we found the following two effects of physical activities. Physical activities evoke the qualities unconsciously received by children in their life experiences, and let them exhibit their individual sensitivity bringing out their potential to inherit their culture with reconstruction.

著者

山崎 勝之 内田 香奈子 Katsuyuki YAMASAKI Kanako UCHIDA

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 = Research bulletin of Educational Sciences, Naruto University of Education (ISSN:13434403)

巻号頁・発行日

vol.20, pp.1-10, 2005-03-04

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Questionnaires are often administered in survey studies in psychology. The reason why they are used more frequently than the other methods, such as observations and interviews, is that they have greater merits in time and costs. However, the questionnaires have low accuracy to measure psychological characteristics, specifically psychological constructs, such as personality, affection, and cognition. So, in order to improve their measurement accuracy, it becomes essential to be careful to develop and administer them. In this paper, after indicating the low measurement accuracy of the questionnaires, we presented various methodological considerations when developing the Japanese versions of the questionnaires based on their original versions in foreign countries, and furthermore the original Japanese versions. Above all, we explained in great detail the process to develop the questionnaires that are original to Japan. The process contained the precise understanding of concepts to measure, how to answer the questionnaires (e.g., self-report or report by others), collection of items, and general standardization methods concerning reliability and validity. In addition, we called attention to a number of points to notice when administering the questionnaires to groups. Lastly, we closed the paper, emphasizing that the attempt to enhance the level of standardization is never ending.

著者

金児 正史 成川 公昭 平野 康之

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)

巻号頁・発行日

vol.30, pp.90-100, 2015

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The contents of the lectures and the learner's reaction in the pre master's course in a mathematical domain are reported here. Two contents in the lectures are designed, the area of a circle and an isoperimetric problem. All learners were middle school students and have got high motivation for mathematics. Although the learners know the formula of the area of a circle well, they have little experiences which make them realize that the formula does really hold. In the first lecture, an argument − to compare the areas of inscribed regular polygons with the one of a unit circle, whose idea comes to the usual measure theory in the future, was explained. Through the process of calculating the areas of various kind of inscribed regular polygons to a unit circle, the learners appreciated that the area of a unit circle is really equal to π and convinced themselves of the fact. In the latter lecture, they have considered an isoperimetric problem and showed that the equilateral triangle has the largest area among the triangles with constant perimeter. Although a few mathematical concepts and treatments have been required to follow the procedure of the arguments, they overcame these difficulties eagerly and recognized two contents of mathematics in the pre master's course. Through the program in the pre master's course in a mathematical domain, we noticed that learners with high motivation for mathematics study many advanced contents extensively and extend their interests for themselves only with the help of introducing well−suited orientations and with the proper support to give some necessary concepts.

著者

山嵜 洋子

出版者

鳴門教育大学

雑誌

鳴門教育大学研究紀要 (ISSN:18807194)

巻号頁・発行日

vol.21, pp.140-150, 2006

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This paper is concerned with elucidating the origin and meaning of the concept of Creativity as new forms of knowledge in the philosophy of progressive education, and focuses on a case study in Frensham Heights School (1925-), which was a typical new school in New Education Movement internationally. In this paper, I discuss the concept of Creativity using an analytical structure, using the viewpoints of insiders and outsiders as a way of attempting to illuminate the polysemous aspects of Creativity from the intersection of these two perspectives. The primary data to be used in this analysis is related to published observations of Frensham Heights School expressed by two Japanese visitors, Sumie Kobayashi (1886-1971) and Munetoshi Irisawa (1885-1945), who were renowned professors and leaders in Progressive Education in Japan; and observations of an insider, the school's founder Beatrice Ensor (1885-1974), who was a theosophist and a creator of the New Education Fellowship (1921-) which advocated the International New Education Movement, taken from some of her published articles. I make clear following three points; firstly Kobayashi in 1927 and Irisawa in 1929 did not refer to the broader concept of Creativity, or show their awareness of the school's concern for children as human-beings or the importance of the need to recognize the principle of the unity of spirit/mind/body development of children. Secondly they could never understand Ensor's idea of the supremacy of spirit over matter as expressed indaily life, which she believed was brought about by the creative instinct and creative energy that was in every human being. Thirdly several key notions underpinned the concept of Creativity in Ensor's New Education thinking, in which creative faculty in children as a manifestation of God or as the immanence of God, and therefore the concepts of differences, freedom and spirituality related to the concept of Creativity were recognized as crucial features of the philosophy of education. Differences as well as freedom to express it in aharmonious context are seen as essential to the creation of anything: nothing is born where there are no differences. Finally because Creativity is identified with the special/instinctual/vital inner abilities of children and related to equality as the individual child, current schools which emphasize child-centered education implement the value of creative education in their daily practice of education. We need to recognize how education isshaped by new forms of knowledge and we should recognize the important concept of Creativity. This paper consists of the following five sections; 1. Introduction 2. What Impression did Visitors have of the Frensham Hights School? 3. How did the Concept of Creativity in Insiders Perspective emerge? 4. How did the Concept of Creativity become Central to the Theoretical Framework of the School Curriculum? What was the Origin of the Idea of Creativity? 5. Conclusion: What was the Concept of Creativity of New Education introduced by Outsiders and Insiderspresent?