Advanced search in
Research products
arrow_drop_down
Searching FieldsTerms
Any field
arrow_drop_down
includes
arrow_drop_down
Include:
252,510 Research products, page 1 of 25,251

  • Publications
  • Research data
  • Research software
  • Other research products
  • 2018-2022
  • Open Access
  • Research

10
arrow_drop_down
Relevance
arrow_drop_down
  • Open Access German
    Authors: 
    Duppel, Mechthild;
    Publisher: 上智大学ヨーロッパ研究所

    視察レポート

  • Open Access Japanese
    Publisher: 福岡県立大学人間社会学部

    本稿では、2021年度「精神保健福祉演習」で新たに取り入れた「なりきりプレゼンテーション」の内容とその成果および課題について述べた。「なりきりプレゼンテーション」は、①主体的に調べること、②発表に取り組む姿勢や具体的方法について学ぶこと、③精神障害者の理解を深めること、を目的に実施した。精神障害者に関する十分な事前学習を経て準備を行うこと、問題解決ではなく精神障害者の生活の実際を丁寧に描くことに焦点を当てること、を学生たちに理解してもらうことには時間を要したが、4回の授業を通して学生たちは当初の目標を一定程度達成した。一方、プレゼンテーションのふりかえりについて課題が見つかった。プレゼンテーションの時間配分や評価シートの見直しによる時間の確保や、学生がもつ批判的思考への抵抗感の低減に、今後取り組んでいく必要がある。

  • Open Access Japanese
    Publisher: 桜花学園大学

    「遊び」を大切にして保育を進めることを理解して様々な保育実践がされているが、幼稚園教育要領等には「遊び」ではなく「自発的な活動としての遊び」と示されている。ここに着目して研究を進めた。先行研究よりまとめて考えると〇「自発的な活動としての遊び」には、子どもが自ら動き出せるような環境と保育者の援助が必要であること〇「自発的な活動としての遊び」を捉えるには、子どもがどのように遊んでいるかを見極めること、が分かり、これに基づいて6事例を読み取っていった。結果として、子ども自ら考え、表し、自ら次へ向かっていく、この姿の過程を保育者が見逃さずしっかり捉えていくことが「自発的な活動としての遊び」を捉えることであることが分かった。

  • Open Access Japanese
    Publisher: 福岡赤十字病院 看護部
  • Open Access Japanese
    Authors: 
    Yamazato, Keiko;
    Publisher: 沖縄キリスト教短期大学

    Foreign language teaching/learning plays a great role in global education, and nobody doubts the English language works as a Lingua Franca anywhere in the world today. Every student at school, and especially at college, is expected to be trained to become a good communicator whenever and wherever he/she encounters others with different languages. However, Japanese college students do not understand this reality well, and they are still worried about grammar translation work in their English classes. So, there is an urgent need to divert them from their inappropriate tasks to more useful tasks that lead them toward becoming good communicators in English. To educate students to become good communicators using the English language is one of the missions of the English Department of the author’s junior college. She has been interested in finding some good ways to achieve the mission of the department. Communication deals with daily topics or international issues like the Trans-Pacific Partnership(TPP). In the latter case, if students want to join in a communication with others, they will be expected to produce meaningful and cohesive sentences. Therefore, it is very important for the teacher to find some good ways to educate them to do so. The tasks she has utilized in her teaching seem to work well in leading her students one step higher in English communication. This paper reports about 5 elements:(1)the students’English level, referring to the results of TOEIC tests,(2)features of the textbooks used in her classes,(3)teacher’s tasks,(4)actual class- work and(5)work results. The author(teacher)was assigned two ordinary classes, one of which is English Grammar and the other is English Reading. These two classes are reported as Study 1(grammar class)and Study 2(reading class). The main characteristic in Study 1 is that the students are trained to change Japanese sentences to whatever English they know. This is not“translation,”but using the English stored in their minds. The main characteristic in Study 2 is that the students are advised to place a slash between chunks in a sentence in whichever position they want to. They can place slashes as many as possible in a long sentence. The slashes are considered to help the students understand a long sentence relatively easily without going through translation work. To check the work results, the semester ending tests are used. The students’test results are good data to be reported.The following sections inform of these points in more detail so that you will be able to recognize the unique teaching/learning situation the author made to create a bridge between ordinary English classes(grammar and reading)and international communication.

  • Open Access Japanese
    Authors: 
    Takahiro, Hirabayashi;
  • Open Access Japanese
    Publisher: 大阪教育大学

    In the chemistry curriculum of high school, organic chemistry is recognized as a subject that requires not only memorizing but also intellect. In higher education, students should learn the theory which can explain the properties of compounds they memorized in upper secondary education. The lecture should make them realize what is the necessary ability for teacher. 2017年度入学の大阪教育大学学校教育教員養成課程小中教育専攻理科教育コース,及び大阪教育大学学校教育教員養成課程中等教育専攻理科教育コースに所属する二回生を対象として,後期中等教育で取り扱う有機化学に関する認識,及び理解度の調査を行った。後期中等教育において有機化学は,思考力を必要とする分野であると認識されているものの,各化合物群の性質をある程度暗記する必要性がある。それら覚えるしかなかった事象について,高等教育では理論立てた説明が可能となるような講義を行うことで,将来教壇に立つために必要な力とはどのようなものかを理解させることができる。

  • Open Access Japanese
    Authors: 
    Sutani, Yayoi;
    Publisher: 広島大学大学院人間社会科学研究科
    Country: Japan

    The purpose of this paper is to clarify meanings of“ social construction of knowledge” in Dewey’s learning theory as a social constructivism from the viewpoint of language. A peculiar point of view concerning language in this paper is from Keizaburo Maruyama’s interpretation of Ferdinand de Saussure’s theory. Through the consideration, two points were clarified: 1) Dewey regarded language not langue as a grammatical system but based on langage as human’s symbolization competence. It caused Dewey’s ambiguous attitudes toward language; 2) The social construction of knowledge using “language as a tool” is a construction of experience through thinking and an expansion of experience through a circle of primary and secondary experiences with language. Three practical points were suggested: 1) The means for learning should be expanded; 2) A teacher’s attitude should be changed from the subjectbased to inter-subjects; 3) Making use of language as a tool (palore) is important. It is obvious that physical activities are essential for learning and an awareness of activities using language as a tool is critically important. Teachers as well as texts as a teaching material should support learner’s awareness of the world.

  • Open Access Japanese
    Publisher: 茨城大学人文社会科学部
  • Open Access Japanese
    Publisher: 鎌倉女子大学

    ピザの嗜好に影響するチーズ特性を調べるため、官能評価と香気成分分析を行った。ピザ生地にトマトソース、チーズをのせ15分間焼成したものと、 ピザ生地とトマトソースを10分間焼成後にチーズをのせて 5分間焼成したものを比較した。香気成分分析では、咀嚼に模した貫入試験の有無を比較した。総合的な好ましさでは 5分間チーズ焼成が高く、ミルク感と伸びのある食感がその要因と推察された。貫入試験は香気抽出に有効であり、5分間チーズ焼成では乳製品風昧を呈するケトン類や短鎖脂肪酸、15分間チーズ焼成では焙焼香を呈するピラジン類やアルデヒド類が多く、官能評価結果と一致した。

Advanced search in
Research products
arrow_drop_down
Searching FieldsTerms
Any field
arrow_drop_down
includes
arrow_drop_down
Include:
252,510 Research products, page 1 of 25,251
  • Open Access German
    Authors: 
    Duppel, Mechthild;
    Publisher: 上智大学ヨーロッパ研究所

    視察レポート

  • Open Access Japanese
    Publisher: 福岡県立大学人間社会学部

    本稿では、2021年度「精神保健福祉演習」で新たに取り入れた「なりきりプレゼンテーション」の内容とその成果および課題について述べた。「なりきりプレゼンテーション」は、①主体的に調べること、②発表に取り組む姿勢や具体的方法について学ぶこと、③精神障害者の理解を深めること、を目的に実施した。精神障害者に関する十分な事前学習を経て準備を行うこと、問題解決ではなく精神障害者の生活の実際を丁寧に描くことに焦点を当てること、を学生たちに理解してもらうことには時間を要したが、4回の授業を通して学生たちは当初の目標を一定程度達成した。一方、プレゼンテーションのふりかえりについて課題が見つかった。プレゼンテーションの時間配分や評価シートの見直しによる時間の確保や、学生がもつ批判的思考への抵抗感の低減に、今後取り組んでいく必要がある。

  • Open Access Japanese
    Publisher: 桜花学園大学

    「遊び」を大切にして保育を進めることを理解して様々な保育実践がされているが、幼稚園教育要領等には「遊び」ではなく「自発的な活動としての遊び」と示されている。ここに着目して研究を進めた。先行研究よりまとめて考えると〇「自発的な活動としての遊び」には、子どもが自ら動き出せるような環境と保育者の援助が必要であること〇「自発的な活動としての遊び」を捉えるには、子どもがどのように遊んでいるかを見極めること、が分かり、これに基づいて6事例を読み取っていった。結果として、子ども自ら考え、表し、自ら次へ向かっていく、この姿の過程を保育者が見逃さずしっかり捉えていくことが「自発的な活動としての遊び」を捉えることであることが分かった。

  • Open Access Japanese
    Publisher: 福岡赤十字病院 看護部
  • Open Access Japanese
    Authors: 
    Yamazato, Keiko;
    Publisher: 沖縄キリスト教短期大学

    Foreign language teaching/learning plays a great role in global education, and nobody doubts the English language works as a Lingua Franca anywhere in the world today. Every student at school, and especially at college, is expected to be trained to become a good communicator whenever and wherever he/she encounters others with different languages. However, Japanese college students do not understand this reality well, and they are still worried about grammar translation work in their English classes. So, there is an urgent need to divert them from their inappropriate tasks to more useful tasks that lead them toward becoming good communicators in English. To educate students to become good communicators using the English language is one of the missions of the English Department of the author’s junior college. She has been interested in finding some good ways to achieve the mission of the department. Communication deals with daily topics or international issues like the Trans-Pacific Partnership(TPP). In the latter case, if students want to join in a communication with others, they will be expected to produce meaningful and cohesive sentences. Therefore, it is very important for the teacher to find some good ways to educate them to do so. The tasks she has utilized in her teaching seem to work well in leading her students one step higher in English communication. This paper reports about 5 elements:(1)the students’English level, referring to the results of TOEIC tests,(2)features of the textbooks used in her classes,(3)teacher’s tasks,(4)actual class- work and(5)work results. The author(teacher)was assigned two ordinary classes, one of which is English Grammar and the other is English Reading. These two classes are reported as Study 1(grammar class)and Study 2(reading class). The main characteristic in Study 1 is that the students are trained to change Japanese sentences to whatever English they know. This is not“translation,”but using the English stored in their minds. The main characteristic in Study 2 is that the students are advised to place a slash between chunks in a sentence in whichever position they want to. They can place slashes as many as possible in a long sentence. The slashes are considered to help the students understand a long sentence relatively easily without going through translation work. To check the work results, the semester ending tests are used. The students’test results are good data to be reported.The following sections inform of these points in more detail so that you will be able to recognize the unique teaching/learning situation the author made to create a bridge between ordinary English classes(grammar and reading)and international communication.

  • Open Access Japanese
    Authors: 
    Takahiro, Hirabayashi;
  • Open Access Japanese
    Publisher: 大阪教育大学

    In the chemistry curriculum of high school, organic chemistry is recognized as a subject that requires not only memorizing but also intellect. In higher education, students should learn the theory which can explain the properties of compounds they memorized in upper secondary education. The lecture should make them realize what is the necessary ability for teacher. 2017年度入学の大阪教育大学学校教育教員養成課程小中教育専攻理科教育コース,及び大阪教育大学学校教育教員養成課程中等教育専攻理科教育コースに所属する二回生を対象として,後期中等教育で取り扱う有機化学に関する認識,及び理解度の調査を行った。後期中等教育において有機化学は,思考力を必要とする分野であると認識されているものの,各化合物群の性質をある程度暗記する必要性がある。それら覚えるしかなかった事象について,高等教育では理論立てた説明が可能となるような講義を行うことで,将来教壇に立つために必要な力とはどのようなものかを理解させることができる。

  • Open Access Japanese
    Authors: 
    Sutani, Yayoi;
    Publisher: 広島大学大学院人間社会科学研究科
    Country: Japan

    The purpose of this paper is to clarify meanings of“ social construction of knowledge” in Dewey’s learning theory as a social constructivism from the viewpoint of language. A peculiar point of view concerning language in this paper is from Keizaburo Maruyama’s interpretation of Ferdinand de Saussure’s theory. Through the consideration, two points were clarified: 1) Dewey regarded language not langue as a grammatical system but based on langage as human’s symbolization competence. It caused Dewey’s ambiguous attitudes toward language; 2) The social construction of knowledge using “language as a tool” is a construction of experience through thinking and an expansion of experience through a circle of primary and secondary experiences with language. Three practical points were suggested: 1) The means for learning should be expanded; 2) A teacher’s attitude should be changed from the subjectbased to inter-subjects; 3) Making use of language as a tool (palore) is important. It is obvious that physical activities are essential for learning and an awareness of activities using language as a tool is critically important. Teachers as well as texts as a teaching material should support learner’s awareness of the world.

  • Open Access Japanese
    Publisher: 茨城大学人文社会科学部
  • Open Access Japanese
    Publisher: 鎌倉女子大学

    ピザの嗜好に影響するチーズ特性を調べるため、官能評価と香気成分分析を行った。ピザ生地にトマトソース、チーズをのせ15分間焼成したものと、 ピザ生地とトマトソースを10分間焼成後にチーズをのせて 5分間焼成したものを比較した。香気成分分析では、咀嚼に模した貫入試験の有無を比較した。総合的な好ましさでは 5分間チーズ焼成が高く、ミルク感と伸びのある食感がその要因と推察された。貫入試験は香気抽出に有効であり、5分間チーズ焼成では乳製品風昧を呈するケトン類や短鎖脂肪酸、15分間チーズ焼成では焙焼香を呈するピラジン類やアルデヒド類が多く、官能評価結果と一致した。

Send a message
How can we help?
We usually respond in a few hours.