DSpace Collection: 2016-12-20
http://hdl.handle.net/2115/64066
2016-12-202024-03-28T19:08:21Z奥付
http://hdl.handle.net/2115/64080
Title: 奥付2016-12-19T15:00:00Z北海道大学での私の教育的取組みの内容と理念 : アイヌ的な要素が沢山ある環境の中の先住民族教育学,異文化間理解教育,質的研究法
http://hdl.handle.net/2115/64079
Title: 北海道大学での私の教育的取組みの内容と理念 : アイヌ的な要素が沢山ある環境の中の先住民族教育学,異文化間理解教育,質的研究法
Authors: ゲーマン, ジェフ
Abstract: This paper sets out to describe the author’s educational undertakings as an Associate Professor serving in the School of Education and teaching content-based classes in English for general education programs for undergraduates at Hokkaido University, a tertiary institution located in the very center of Ainu country. While purportedly to do with the author’s teaching at Hokkaido University, the mainstay of the article actually deals with the characteristics of tertiary education for Indigenous peoples, as summarized by Barnhardt (1992), and as experienced by the author during his Master’s Degree coursework at the University of Alaska, Fairbanks, in 2004~2005. In short, tertiary education for Indigenous peoples tends to blur the boundaries between university and community by imbuing university education with traditional Indigenous knowledge and traditional Indigenous teaching practices, especially in the form of whole-person education under the tutelage of Elders, and through extensive community-based learning. It tends to be committed to the needs of the community, and can often center around community-participatory research approaches. Indigenous education at the tertiary level also often tends to seek to create a congenial environment for Indigenous students leaving the comfort of their families and communities for the first time. The author has striven to replicate such conditions amongst the students under his tutelage by inviting numerous Ainu guest teachers to speak at the university, by providing as many opportunities as possible for his graduate students to engage in fieldwork by attending local Ainu community events, and by providing a role model of himself doing service to the Ainu community. On the intercultural education front, he disseminates information as much as possible about public Ainu events to mainstream students, as well as by teaching students about the unique rights of Indigenous peoples as victims of processes of colonization and assimilation. The precarious state of current Ainu policy and possibilities for change via citizen activism are also touched upon.2016-12-19T15:00:00Zゲーマン, ジェフThis paper sets out to describe the author’s educational undertakings as an Associate Professor serving in the School of Education and teaching content-based classes in English for general education programs for undergraduates at Hokkaido University, a tertiary institution located in the very center of Ainu country. While purportedly to do with the author’s teaching at Hokkaido University, the mainstay of the article actually deals with the characteristics of tertiary education for Indigenous peoples, as summarized by Barnhardt (1992), and as experienced by the author during his Master’s Degree coursework at the University of Alaska, Fairbanks, in 2004~2005. In short, tertiary education for Indigenous peoples tends to blur the boundaries between university and community by imbuing university education with traditional Indigenous knowledge and traditional Indigenous teaching practices, especially in the form of whole-person education under the tutelage of Elders, and through extensive community-based learning. It tends to be committed to the needs of the community, and can often center around community-participatory research approaches. Indigenous education at the tertiary level also often tends to seek to create a congenial environment for Indigenous students leaving the comfort of their families and communities for the first time. The author has striven to replicate such conditions amongst the students under his tutelage by inviting numerous Ainu guest teachers to speak at the university, by providing as many opportunities as possible for his graduate students to engage in fieldwork by attending local Ainu community events, and by providing a role model of himself doing service to the Ainu community. On the intercultural education front, he disseminates information as much as possible about public Ainu events to mainstream students, as well as by teaching students about the unique rights of Indigenous peoples as victims of processes of colonization and assimilation. The precarious state of current Ainu policy and possibilities for change via citizen activism are also touched upon.ワンデイインターンシップ体験による働くことに関する意識の変化 : A商業高校の3時点調査からの考察
http://hdl.handle.net/2115/64077
Title: ワンデイインターンシップ体験による働くことに関する意識の変化 : A商業高校の3時点調査からの考察
Authors: 髙橋, 秀幸
Abstract: 本稿では,高等学校におけるインターンシップ,中でも期間が短い「ワンデイインターンシップ」に注目し研究を進めた。1~2日間という短期の体験的・実践的な学びからどのような影響を受けたかについて3時点(事前・事後・卒業前)におけるアンケート調査により分析を行った。研究目的は3時点において生徒の働くことに関する意識はどのように変化するのか,また,働くことに関して肯定的な気づきを得て,それが卒業前まで続く生徒にはどのような特徴があるのかを明らかにすることである。結果からは,今回すべての観点で事前調査よりも,事後調査で気づきや意識の変化が確認された。しかし,卒業前調査では事前調査よりも有意に向上がみられたのは2項目のみであった。その中で,ワンデイインターンシップをきっかけとして肯定的な意識変化が見られたのは,事前調査で就きたい職業について「決まっていない」と自覚している生徒に多いことがわかった。; This study focuses on a one-day internship at a high school. To learn the influence of a short-term internship on high school students, questionnaires at three different points-before the internship, afterward, and at graduation-have been analyzed. The aim of the study is to learn how high school students’ work-related awareness changes from the experience, what positive aspects they find in the work, and what kind of students keep that awareness until graduation. The result shows that the students’ awareness changed in every aspect through the experience, but, for the most part, the effect of the experience did not last until graduation. One significant change of awareness is found among many of the students who had no clear idea before the internship what kind of work they would want to do in the future.2016-12-19T15:00:00Z髙橋, 秀幸本稿では,高等学校におけるインターンシップ,中でも期間が短い「ワンデイインターンシップ」に注目し研究を進めた。1~2日間という短期の体験的・実践的な学びからどのような影響を受けたかについて3時点(事前・事後・卒業前)におけるアンケート調査により分析を行った。研究目的は3時点において生徒の働くことに関する意識はどのように変化するのか,また,働くことに関して肯定的な気づきを得て,それが卒業前まで続く生徒にはどのような特徴があるのかを明らかにすることである。結果からは,今回すべての観点で事前調査よりも,事後調査で気づきや意識の変化が確認された。しかし,卒業前調査では事前調査よりも有意に向上がみられたのは2項目のみであった。その中で,ワンデイインターンシップをきっかけとして肯定的な意識変化が見られたのは,事前調査で就きたい職業について「決まっていない」と自覚している生徒に多いことがわかった。
This study focuses on a one-day internship at a high school. To learn the influence of a short-term internship on high school students, questionnaires at three different points-before the internship, afterward, and at graduation-have been analyzed. The aim of the study is to learn how high school students’ work-related awareness changes from the experience, what positive aspects they find in the work, and what kind of students keep that awareness until graduation. The result shows that the students’ awareness changed in every aspect through the experience, but, for the most part, the effect of the experience did not last until graduation. One significant change of awareness is found among many of the students who had no clear idea before the internship what kind of work they would want to do in the future.精神障害を抱える学生への障害学生支援を考える : 統合失調症を抱える学生の修学上のバリア・合理的配慮とは
http://hdl.handle.net/2115/64076
Title: 精神障害を抱える学生への障害学生支援を考える : 統合失調症を抱える学生の修学上のバリア・合理的配慮とは
Authors: 松田, 康子
Abstract: How useful are disability services in the current higher education for college students with psychiatric disabilities? The purpose of this research paper is to answer this question by exploring an agenda of accommodation and support at a disabilities service center for college students with psychiatric disabilities. Two studies were conducted using questionnaires to collect data from students (study 1) and staffs (teaching and clerical staff) (study 2) in higher education. The questionnaire contained items about knowledge on Schizophrenia, experience in relationships, degrees of experience in relationships, recognition of learning in university, details about accommodation and supports, and understanding of barriers and disability in college life. This study identified three major barriers for college students with psychiatric disabilities. ⑴Students and Staffs in higher education had pessimistic views about learning at university for college students with psychiatric disabilities. ⑵ Staffs at the university did not enough to find barriers in the viewpoints of appropriate accommodation for Students with psychiatric disabilities. ⑶Staffs at the university had experienced conflict in attempting fair evaluation of student work while accommodating students with psychiatric disabilities. The proposed solution to these barriers is a universal design for learning. It may be possible for college students with psychiatric disabilities to not disclose their disabilities given the availability of flexible curriculum.2016-12-19T15:00:00Z松田, 康子How useful are disability services in the current higher education for college students with psychiatric disabilities? The purpose of this research paper is to answer this question by exploring an agenda of accommodation and support at a disabilities service center for college students with psychiatric disabilities. Two studies were conducted using questionnaires to collect data from students (study 1) and staffs (teaching and clerical staff) (study 2) in higher education. The questionnaire contained items about knowledge on Schizophrenia, experience in relationships, degrees of experience in relationships, recognition of learning in university, details about accommodation and supports, and understanding of barriers and disability in college life. This study identified three major barriers for college students with psychiatric disabilities. ⑴Students and Staffs in higher education had pessimistic views about learning at university for college students with psychiatric disabilities. ⑵ Staffs at the university did not enough to find barriers in the viewpoints of appropriate accommodation for Students with psychiatric disabilities. ⑶Staffs at the university had experienced conflict in attempting fair evaluation of student work while accommodating students with psychiatric disabilities. The proposed solution to these barriers is a universal design for learning. It may be possible for college students with psychiatric disabilities to not disclose their disabilities given the availability of flexible curriculum.幼稚園における障害幼児の「個別の指導計画」に関する一考察
http://hdl.handle.net/2115/64075
Title: 幼稚園における障害幼児の「個別の指導計画」に関する一考察
Authors: 吉川, 和幸
Abstract: 本稿の目的は,幼稚園に在籍する障害幼児を対象とした「個別の指導計画」作成の現状と実践上の課題について,先行研究及び公的資料を基に検討を行うことである。特別支援教育が施行され,およそ10年が経過したが,幼稚園における個別の指導計画の作成は十分に浸透していない。本稿では,①幼稚園において個別の指導計画の作成が教育制度上に位置付けられるまでの経緯,②個別の指導計画の作成の手順,③個別の指導計画を作成することの意義,④幼稚園で作成されている個別の指導計画の書式及び内容,⑤幼稚園における個別の指導計画の作成支援に関する研究,以上の5点について概観した。そして,幼稚園において個別の指導計画の作成が浸透,機能化するためには,①計画作成に伴う保育者の困難性の軽減,②計画作成に対する保育者の効力感の検討,③通常保育における学習観,計画観と対立しない個別の指導計画の書式の開発,以上の3点が課題であることを論じた。; The purpose of this article is to examine the current situation and practical issues on“individualized teaching plan”for Japanese kindergarten children with special needs through reviewing the previous studies and official documents. About ten years have passed since special needs education started in Japan, but making individualized teaching plan for kindergarten children with special needs have not spread sufficiently. In this article, the following 5 points were reviewed: (1) the background on how the individualized teaching plan in kindergarten were arranged and positioned on Japanese educational system, (2) the procedure of making individualized teaching plan, (3) the significance and merit of making individualized teaching plan, (4) the formats and descriptions of the individualized teaching plans for kindergarten children with special needs, and (5) the studies on the support for making individualized teaching plan in kindergarten. Consequently, to spread and functionalize individualized teaching plan in kindergarten, the study argues that the following three issues are important: (1) reduction of difficulty of making individualized teaching plan by preschool teacher, (2) examination of efficacy among preschool teachers on making individualized teaching plan, (3) development of individualized teaching plan format that is not incompatible with the conventional interpretation of learning and plan of Japanese early childhood education and care.2016-12-19T15:00:00Z吉川, 和幸本稿の目的は,幼稚園に在籍する障害幼児を対象とした「個別の指導計画」作成の現状と実践上の課題について,先行研究及び公的資料を基に検討を行うことである。特別支援教育が施行され,およそ10年が経過したが,幼稚園における個別の指導計画の作成は十分に浸透していない。本稿では,①幼稚園において個別の指導計画の作成が教育制度上に位置付けられるまでの経緯,②個別の指導計画の作成の手順,③個別の指導計画を作成することの意義,④幼稚園で作成されている個別の指導計画の書式及び内容,⑤幼稚園における個別の指導計画の作成支援に関する研究,以上の5点について概観した。そして,幼稚園において個別の指導計画の作成が浸透,機能化するためには,①計画作成に伴う保育者の困難性の軽減,②計画作成に対する保育者の効力感の検討,③通常保育における学習観,計画観と対立しない個別の指導計画の書式の開発,以上の3点が課題であることを論じた。
The purpose of this article is to examine the current situation and practical issues on“individualized teaching plan”for Japanese kindergarten children with special needs through reviewing the previous studies and official documents. About ten years have passed since special needs education started in Japan, but making individualized teaching plan for kindergarten children with special needs have not spread sufficiently. In this article, the following 5 points were reviewed: (1) the background on how the individualized teaching plan in kindergarten were arranged and positioned on Japanese educational system, (2) the procedure of making individualized teaching plan, (3) the significance and merit of making individualized teaching plan, (4) the formats and descriptions of the individualized teaching plans for kindergarten children with special needs, and (5) the studies on the support for making individualized teaching plan in kindergarten. Consequently, to spread and functionalize individualized teaching plan in kindergarten, the study argues that the following three issues are important: (1) reduction of difficulty of making individualized teaching plan by preschool teacher, (2) examination of efficacy among preschool teachers on making individualized teaching plan, (3) development of individualized teaching plan format that is not incompatible with the conventional interpretation of learning and plan of Japanese early childhood education and care.「体験としての自閉症スペクトラム障害」という視点の検討 : 成人当事者が抱える自己との関連から
http://hdl.handle.net/2115/64073
Title: 「体験としての自閉症スペクトラム障害」という視点の検討 : 成人当事者が抱える自己との関連から
Authors: 木谷, 岐子
Abstract: 本論文では,自閉症スペクトラム障害(ASD)当事者が周囲の環境と共に,いかなる内的体験をしているのか,このことを「体験としてのASD」と表現し,理論的に検討する。先行する,杉山(1992,1994),小林(1999,2000),浜田(1992)らの理論仮説や実践を概観し,知的な遅れを伴わないASDの成人当事者が抱える自己の問題に着目した。また,自己の領域にアプローチした,先行する調査研究について概観した。その結果,数量的研究や横断的研究では,「あれこれの思いをもって今を生きる」(鯨岡,2007)一人の人の全体像を捉えることが難しいという課題が残されていることがわかった。今後の課題として,独白の形で綴られた手記の分析を超え,「全身活動的」(森岡,2002)な共同行為としての対話を通し,身体性と共に,彼らの抱える自己の様相を描出していく必要性を述べた。; In this study, I used a theoretical approach to investigate whether persons diagnosed with autism spectrum disorder(ASD)have any inward experiences triggered by the surrounding environment, and expressed these as“experiences of persons with ASD.”I begin by summarizing previous theoretical hypotheses and practical studies published by Sugiyama (1992, 1994), Kobayashi (1999, 2000), and Hamada et. al. (1992), while focusing on problems that adults with ASD(not accompanied by intellectual delay)have with‘self’. Next, I summarized experimental studies that utilized an approach from the psychological field pertaining to self. My results revealed that a major drawback of quantitative and cross-sectional studies is that it is difficult to understand the overall perspective of such individuals due to ambiguous statements such as“I live while thinking about various things”(Kujiraoka, 2007). Future studies are required to go beyond analyzing notes written in the form of a monologue, and extract not only the image persons have of themselves, but also their physical nature using joint action based on “active use of the whole body”(Morioka, 2002) in the form of dialogue.2016-12-19T15:00:00Z木谷, 岐子本論文では,自閉症スペクトラム障害(ASD)当事者が周囲の環境と共に,いかなる内的体験をしているのか,このことを「体験としてのASD」と表現し,理論的に検討する。先行する,杉山(1992,1994),小林(1999,2000),浜田(1992)らの理論仮説や実践を概観し,知的な遅れを伴わないASDの成人当事者が抱える自己の問題に着目した。また,自己の領域にアプローチした,先行する調査研究について概観した。その結果,数量的研究や横断的研究では,「あれこれの思いをもって今を生きる」(鯨岡,2007)一人の人の全体像を捉えることが難しいという課題が残されていることがわかった。今後の課題として,独白の形で綴られた手記の分析を超え,「全身活動的」(森岡,2002)な共同行為としての対話を通し,身体性と共に,彼らの抱える自己の様相を描出していく必要性を述べた。
In this study, I used a theoretical approach to investigate whether persons diagnosed with autism spectrum disorder(ASD)have any inward experiences triggered by the surrounding environment, and expressed these as“experiences of persons with ASD.”I begin by summarizing previous theoretical hypotheses and practical studies published by Sugiyama (1992, 1994), Kobayashi (1999, 2000), and Hamada et. al. (1992), while focusing on problems that adults with ASD(not accompanied by intellectual delay)have with‘self’. Next, I summarized experimental studies that utilized an approach from the psychological field pertaining to self. My results revealed that a major drawback of quantitative and cross-sectional studies is that it is difficult to understand the overall perspective of such individuals due to ambiguous statements such as“I live while thinking about various things”(Kujiraoka, 2007). Future studies are required to go beyond analyzing notes written in the form of a monologue, and extract not only the image persons have of themselves, but also their physical nature using joint action based on “active use of the whole body”(Morioka, 2002) in the form of dialogue.多文化理解論の実践 : 東西後朝考
http://hdl.handle.net/2115/64070
Title: 多文化理解論の実践 : 東西後朝考
Authors: 寺田, 龍男
Abstract: As Arthur T. Hatto showed in his voluminous edition EOS (The Hague 1961), the dawn song is a polygenetical phenomenon all over the world. The old Japanese version is called Kinuginu which today means that several layers are worn upon another: Under these layers a man and a woman spent the night together. The theme of these songs is, as everywhere else, the pain of and after departure. One of the features of Kinuginu is its historical character because this alba is not a social game but part of ritualized customs. Evidences from many medieval documents reveal that these songs were thoroughly related to reality, so that it is sometimes possible to reconstruct the process of who sent a poem to whom and when and how in court society.
The sense that not only men but also women - virgins or not - do not hesitate to engage in a sexual relationship seems to have spread all over medieval Japan. Moreover, it is well known that this art of‘freedom’lingered until several decades ago in many regions of Japan.
In this seminar, students from various backgrounds select a subject they are interested in, compare it with the Japanese equivalent and formulate a hypothesis that could add insight to both research fields.2016-12-19T15:00:00Z寺田, 龍男As Arthur T. Hatto showed in his voluminous edition EOS (The Hague 1961), the dawn song is a polygenetical phenomenon all over the world. The old Japanese version is called Kinuginu which today means that several layers are worn upon another: Under these layers a man and a woman spent the night together. The theme of these songs is, as everywhere else, the pain of and after departure. One of the features of Kinuginu is its historical character because this alba is not a social game but part of ritualized customs. Evidences from many medieval documents reveal that these songs were thoroughly related to reality, so that it is sometimes possible to reconstruct the process of who sent a poem to whom and when and how in court society.
The sense that not only men but also women - virgins or not - do not hesitate to engage in a sexual relationship seems to have spread all over medieval Japan. Moreover, it is well known that this art of‘freedom’lingered until several decades ago in many regions of Japan.
In this seminar, students from various backgrounds select a subject they are interested in, compare it with the Japanese equivalent and formulate a hypothesis that could add insight to both research fields.目次
http://hdl.handle.net/2115/64069
Title: 目次2016-12-19T15:00:00Z扉
http://hdl.handle.net/2115/64068
Title: 扉2016-12-19T15:00:00Z表紙・裏表紙(英文目次)
http://hdl.handle.net/2115/64067
Title: 表紙・裏表紙(英文目次)2016-12-19T15:00:00Z