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2019, 岐阜聖徳学園大学 教育実践科学研究センター研究紀要
(English follows Japanese) 現在の日本の高等教育から考えると、学生の認知能力が低いとは考えにくい。しかし、実際は、彼らの認知能力は低い。つまり、学生達は高等教育で必要な根本的な能力が欠如している。それはどの国籍の市民でも、国籍に関係なく高等教育を受けているものであれば、持っているべきものであるということは論議の余地はない。本研究論文では、現在のこの認知能力の低さの状況を述べる。そして、本文における対話は、現在の状況を軽減させる過程を意図しており、アンドラゴジー的、文化的、社会的背景を踏まえている。 The author argues that despite factors which should render the situation otherwise, Japanese tertiary education currently suffers from a state of cognitive poverty. That is, students have a fundamental lack of higher-order skills which it is arguable any global citizen, enrolled in higher education should possess irrespective of nationality. In this research paper, the reasons for this current state of cognitive malaise are examined against an andragogical, cultural, and social backdrop, with the intent that dialogue can be instigated to begin the process of alleviation the current situation.
1992 •
2019 •
This study outlines the social background and difficulties faced by one Japanese woman, Hanako, who is responsible for paid work, childcare, and housework. Data were collected through interactive interviews and analyzed using Ueno’s qualitative analysis method. Specifically, data were collected using LINE, a smartphone app. The focus of the study is a woman who feels overwhelmed by her attempt to handle all aspects of her paid work, childcare, and housework. The study identified three factors that prevent Japanese women from playing a more active role in society. First, in Japan, the role of a married woman as a full-time homemaker is widely accepted. However, many women are now continuing to work after getting married and giving birth. If there had been no historical culture of a woman’s career as a full-time homemaker, there would be no expectation that women would be solely responsible for housework and childcare, and it would be seen as a matter of course that Hanako would conti...
International Journal for Lesson and Learning Studies
How Japanese schools build a professional learning community by lesson study2013 •
PurposeThe purpose of this paper is to clarify the lesson study (LS) processes and evaluate their effectiveness in Japanese elementary and secondary (middle and high) schools, through a school survey by the National Institute for Educational Policy Research of Japan (NIER).Design/methodology/approachThe authors randomly selected 1,000 elementary schools and 1,000 middle schools and 500 high schools in Japan. Survey items are methods of LS, and indicators of building professional learning communities (PLC) through LSs, close communication between teachers, high quality instruction by teachers, and test scores of students of the school.FindingsBased on the school survey in elementary and middle schools, almost all schools set up a school‐wide committee, a research theme, and a schedule for LS, and LSs were implemented as part of a school‐wide lesson study from which an action research report is produced. On the other hand, in high schools, almost all the schools implemented LSs, but e...
2020 •
Japanese Sociological Review
University Enrollment among Japan's Second-Generation Migrants2018 •
The purpose of this study is to decipher the characteristics of Japanese Early Childhood Education and Care (ECEC) from the viewpoint of Reggio Emilia in terms of young children’s subjectivity and teachers’ involvement. Specifically, I will discuss the characteristics of Japanese ECEC and the Reggio Emilia Approach relative to the children’s subjectivity and teachers’ involvement and examine their similarities. In doing this, I aim to decipher the characteristics of Japanese ECEC from the viewpoint of the Reggio Emilia Approach. As the results of this study made clear, the Reggio Emilia Approach and Japanese ECEC have similarities, in terms of how the curricula support children’s subjectivity and the suppression of teachers’ interventions. In addition, it was clear that Japanese ECEC emphasizes not only positive emotional experiences but also the negative emotional experiences of children
2013 •
The teaching of Russian adjectives to Japanese students as a second foreign language involves various problems. This study of the pedagogic principles of teaching Russian adjectives is based on the personal experience of the author and a brief review of the main textbooks written in Japanese. The proposed strategy of teaching is mainly based on the two stages when gender and inclinations of adjectives are taught separately
Japanese Journal of Sign Language Studies
An Analysis of Learners' Errors in the Spatial Expressions of Japanese Sign Language2008 •
2003 •
119 For伊 oplefrom non -kanji cultures, the single greatest barrier to acquiring the ]apanese 1anguage is learning the ]apanese characters (henceforth, kanji) . 1n this article, this problem wil be examined from the perspective of the author' s kanji literacy autobiography, a comparison of four published kanji learning methods, psycholinguistic studies of kanji acquisition, and psychological studies of effective memory strategies. 1紅 'guethat卯 orlydeveloped visua1 memory ability is the primary cause of kanji learning difficulties for ]apanese language learners from non-kanji cultures and that common rote memory approaches which rely heavily on kinetic memory are ineffective. 1n order to foster visual memories, it is essential to employ learning methods that more carefully take into account the mechanisms of human memory.
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