担当区分：筆頭著者   記述言語：日本語  

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担当区分：筆頭著者  

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担当区分：筆頭著者  

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：日本比較教育学会  

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記述言語：日本語   出版者・発行元：大阪樟蔭女子大学学術研究会  

オランダの教育学者であるコルトハーヘンによって提唱されたリアリスティック・アプローチは、経験からの学びを理論に結びつけることによって、教職課程の学びをよリアリスティックに、言い換えれば教職に就いてからの実践に資するものにすることをめざしている。大阪樟蔭女子大学では平成26 年より教職課程の担当教員がリアリスティック・アプローチを軸とした教員養成のあり方について研究会を組織し、教職実践演習の授業をその中核に据え、中高課程と幼小課程の教職担当者がカリキュラム編成と授業方法を協議しながら授業を作り上げている。本研究は、経験とそのリフレクションを一つのユニットとして、7 つのユニットから構成された平成27 年度（一部は平成26 年度も含む）の授業実践について、担当した各教員が具体的な記述を通じてその意義を明らかにするものである。将来教師になる学生の教育にあたる教職課程の授業においては、学生の学びは卒業後に教師となってからようやく評価し得るものと言える。本稿ではこの点の問題提起についても触れていく。Realistic approach, which is advocated by Dutch pedagogist and teacher educator Fred Korthagen, aims to make teacher education programs more realisitic and practical by connecting the experience of students to theories. A study group has been organized in Osaka Shoin Women's University from 2014. Some teacher educators in this group have a responsibility for the class of "teaching practice training" and discuss the curriculum design and teaching methods of each class, kindergarten/elementary and secondary teacher educa- tion. In this reseach, each teacher educators will describe their concrete practice and show the significance of realsitic learing in the class of 2014 and 2015 which is constituted by the 7 units of experience and reflec- tion. In addition, this research will raise a problem that students' learing in the teacher education program can not be truly evaluated until they actually work as a teacher.

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：日本カリキュラム学会  

<p>The purpose of this paper is to clarify the change seen in the curricula of the school subjects of ethics and philosophy by focusing on the transition to a competency model. Furthermore, the influences of the introduction of the concept of the competency model on the relationship between the school subjects of ethics, philosophy, and religion are discussed.</p><p>First, the background to the introduction, at the federal level, of competency-oriented curricula in ethics and philosophy is discussed. This is followed by an analysis of the characteristics of competency-oriented curricula in the following two states. 1) North Rhine-Westphalia, where, since 1997, the school subject "Practical Philosophy" has been developed in the education curriculum, based on philosophical values education. 2) Brandenburg, where "LER" (<i>Lebensgestaltung-Ethik-Reigionskunde</i>) has been developed as a compulsory subject while "Religion" is a supplementary subject.</p><p>There is one controversial issue: While the subject of religion is guaranteed by the constitution of the Federal Republic of Germany, how do the subjects of ethics and philosophy guarantee a commonality and competency in ethical and moral education?</p><p>Through the above analysis, the following three points are clarified.</p><p>(1) Compared with the previous curriculum, the current curricula of ethics and philosophy in the two states are shifting to a competency-oriented model, although the structure and content of the theme area are unchanged.</p><p>(2) Although both of the subjects of Practical Philosophy and LER have been developed for students who do not undergo a religious education, the starting point, including the handling of religion, was very different. However, almost 20 years has passed since the introduction of the two subjects. It can be pointed out that the new paradigm provided by the competency model enables states to compare each other's curricula. In this regard, the competency-oriented curricula of both subjects contributes to providing an argument when other states develop their ethical and philosophical curricula.</p><p>(3) The educational standards and competency in the subjects of religion are also defined at the church and state levels. Such introduction of the concept of a competency model binds the subjects of ethics, philosophy, and religion closer as moral education subjects. In other words, by using a competency model, not only do the core subjects, but the subjects of ethics, philosophy, and religion, by adjusting their contents to each other, also contribute to ensuring a high-quality school education.</p>

DOI： 10.18981/jscs.25.0_15

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記述言語：日本語   出版者・発行元：大阪樟蔭女子大学学術研究会  

本稿は、教員養成課程におけるリアリスティック・アプローチを導入する理念と意義について検討を加えるも のである。リアリスティック・アプローチとはコルトハーヘン（Fred A. J. Korthagen）によって提示されている 教師教育実践のための概念で、教育的実践から効果的な学びを得ようとするものである。現在、教師に求められる資 質の一つに、「学び続ける」ことが含まれているが、それを教員養成段階において修得するために、リアリスティッ ク・アプローチは有効な方法であると言える。教育的な経験を多様な観点から具体的に振り返り、それによって新た な気づきを得ることは、教師自身の内側から生じる学びを可能とする。こうした力は、教師自身が成長をし続けるこ とを支えることが期待される。ただし、同アプローチの受け止め方は学生によって異なるため、それを否定的に受け 止める学生に対して行うべき配慮の仕方を検討したり、また、同アプローチを実践するために教師教育者も自身の経 験を活かした学びができるようになるための取り組みが求められることは留意すべきである。This paper discusses the significance of introducing a realistic approach in teacher education curriculum. The realistic approach is the concept for doing teaching practice presented by Fred A. J. Korthagen, which aims to acquire effectively learning from educational practice. Currently, one of the qualities required of teachers includes the one of the "keep learning". In order to acquire the quality in a teacher training stage, the realistic approach can be an effective method. Reflecting educational experiences from a variety of viewpoints to earn new recognitions makes teachers learn the inside of the teacher himself. Such power expects teachers to continue to develop themselves. As each student has a different perception of this approach, however, we need to examine how to deal with students who have negative feelings, and also to take the practice to be able to use their own experiences in order to practice the same approach.

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：大阪樟蔭女子大学学術研究会  

多様な民族的・宗教的・文化的背景を持つ人々によって構成される価値多元的なドイツ社会では、道徳教育の カリキュラム内容及び教授学習方法の変革が進展している。本研究は、ベルリンを事例とし、倫理科と宗教科の教科 間連携に見られる特徴と課題を明らかにすることを目的とする。方法として、第一に、2014 年2 月に現地で行った 関係者への半構造化インタビューの調査結果の検討を行う。第二に、教員継続教育のための「倫理科と宗教科との教 科間連携に関する手引き」の文書の内容を分析する。検討の結果、倫理科と宗教科との教科間連携の実践に関しては、 これまで教員の判断に委ねられてきた一方で、新たな教科間連携の教育内容と方法のあり方が示され、その主要な目 的が、生徒自身の異文化間コンピテンシーを発達させることと掲げられていることが明らかになった。The purpose of this paper is to clarify the characteristics of cooperation between the subjects of ethics and religion in moral education in German schools. In February 2014, an empirical study was conducted in Berlin. Findings from semi structured interviews with teachers were examined. The document for continuing teacher education about the cooperation between the subjects of ethics and religion was analyzed and two points became clear. First, although the practice of cooperation between the subjects of ethics and religion was previously left to the discretion of teachers, a new method for cooperating to deliver educational content was shown to develop the students' cross cultural competency. Second, this cooperative method is not intended to be confined to the category of interreligious learning, and it is thought that it should be addressed across all themes within the subject of ethics. In other words, cooperation between the subjects of ethics and religion ensures students are able to build mutual relationships with peers who have different ethical, cultural, and religious backgrounds beyond the framework of religious education in the classroom, but always in relation to the variety of faiths. This shows that ethical and moral education in Berlin has advanced to a new stage.

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記述言語：日本語   出版者・発行元：大阪樟蔭女子大学学術研究会  

この研究の目的は、3D モーションキャプチャー（MTw システム、およびMVN システム）を用いた動作解 析によって、幼児期の音楽的表現の特徴を見い出すことである。4 歳児と5 歳児の音楽的表現に関する動作解析が 2 か所の保育園で行われた。その結果、5 歳児が、移動平均速度および移動平均加速度における周期的変動に安定性 を示した。リズムの認識に関して、5 歳児の方が4 歳児よりも深化していると考えられた。さらに、短調の曲よりも 長調の曲に対しての方が、活発な動きの表現が生じており、移動平均速度および移動平均加速度の値が高かった。歌 うことに誘発された動きの表現に生じた加速度の分析からは、周期的な変動が見い出された。また、移動平均加速度 に関するMTw システムの動作解析から、日常の園生活における音楽的表現における動きの要素の変化も見い出され た。The purpose of this study is to find out the characteristics of musical expression in early childhood through the body movement analysis utilizing 3D motion capture such as MTw system and MVN system. The body movement analysis of musical expression of four years olds children and five years old children was carried out in two nursery schools. As a result, five years old children showed stability for the fluctuation in the moving average of the velocity and the moving average of the acceleration. Concerning the recognition of the rhythm, it was thought that a five years old child deepened it than a four years old child. Furthermore, expression of active movement occurred, and it was clarified for the music of the major key than the music of the minor key that the moving average of the velocity and the moving average of the acceleration were large. It was found that a periodic change was observed in the movement expression caused by singing through analysis of the moving average of the acceleration. Furthermore, three years old children in U nursery school tended to show larger score of the moving average of the acceleration than K nursery schoolers concerning four years old children and five years old children. However, the regularity was not seen in a change about the moving average of the acceleration of the children in the U nursery school and K nursery school.

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：大阪樟蔭女子大学附属子ども研究所  

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：日本カトリック教育学会  

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：大阪樟蔭女子大学  

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：大阪樟蔭女子大学  

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：日本カトリック教育学会  

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：日本カリキュラム学会  

The purpose of this paper is to clarify the characteristics of the curricula in the subjects of 'religion' (Religionslehre) and 'practical philosophy' (Praktische Philosophic), through the example of gymnasium in North Rhine-Westphalia in the Federal Republic of Germany. According to German Basic Law, religious instruction in state schools is provided as a part of the regular curriculum. The Basic Law also grants parents and guardians the right to decide whether their child shall receive religious instruction. With this regulation, 'ethics' (Ethikunterricht) was established as a substitute for 'religion' in each state. In this paper, we are focusing on the program of 'practical philosophy', an example for 'ethics', as it was introduced in North Rhine-Westphalia. In both catholic and protestant 'religion' as well as 'ethics', curricula are being re-examined. This trend shows that new educational contents have been developped in all subjects, as a reaction to the challenges raised by the coexistence of various cultures and confessions in a pluralized society. The aim of this paper is to analyze the effect that the curricula of 'religion' and 'practical philosophy' have upon the individual student. The study is based on a questionnaire survey done among students, with special emphasis on the coexistence of different cultures and confessions. The data for this research was collected by the author in four schools in North Rhine-Westphalia in June/July 2005. A total of 531 students from 9<sup>th</sup> and 10<sup>th</sup> grade, who attended catholic, protestant 'religion' or 'practical philosophy' participated in the survey. This paper first examines the general characteristics of the aims, methods, and contents of catholic and protestant 'religion' and 'practical philosophy'. Then, an analysis of the results of the questionnaire survey follows. Through the analysis, the following three points became evident. Firstly, the contents of the curricula are in several ways in the interest of the students. By securing the right to choose which subject to attend, the curricula are composed variously by parallel instruction. As a result, students are learning actively, supported by their own confessions and interests. Secondly, concerning the understanding of various cultures and confessions, the self-evaluation of students attending 'religion' is better than the one of students attending 'practical philosophy'. This shows that curricula based on confessional or religious learning enhance the interest and awareness of students in that respect. It would be necessary for each subject to consider how to organize the correlated curricula on their own level. Thirdly, the teaching and learning methods of each subject influence the way students shape their own values in life. This shows that 'religion' and 'practical philosophy' give a different sense of value to students at the secondary education level. In addition to the original teaching and learning methods of each subject, a steady use of common teachings seems necessary and should be devised.

DOI： 10.18981/jscs.17.0_59

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：上智大学総合人間科学部教育学科  

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担当区分：筆頭著者   記述言語：英語   出版者・発行元：日本比較教育学会  

The purpose of this paper is to consider the legitimacy of the legal status of the subject of ‘Ethics and Philosophy’(Ethikunterricht) in secondary schools in the Federal Republic of Germany. This is a controversial issue, i, e., how morals and values in school education should deal with the problem of values transfer in a pluralized civil society.<BR>In Germany, the subject of ‘Religion’(<I>Religionsunterricht</I>), which has mainly played the role of moral and values education in school, is being re-examined. At present, ‘Ethics and Philosophy’ is established as a substitutive or an alternative subject for ‘Religion’ in all states (Lander). The legal basis and educational content of ‘Ethics and Philosophy’ has given rise to an argument centering on its relation with ‘Religion’. The main point of the legal argument is how to come to a compromise between the legal status of ‘Ethics and Philosophy’ and the status of ‘Religion’ that is provided as a compulsory subject in the constitution of the Federal Republic of Germany (the Basic Law) Article 7, 3rd.<BR>In this paper, first the legal basis of ‘Religion’ is discussed, followed by an analysis of the arguments and actions regarding the legitimacy of the legal status of ‘Ethics and Philosophy’ in the following two states. One state is Bavaria, where ‘Religion’ is positively guaranteed and‘Ethics’ is established as an “alternative subject”. The other is Brandenburg, where ‘LER’(Lebensgestaltung-Ethik-Religionskunde) is a “compulsory subject” while ‘Religion’ is a “supplementary subject”. Moreover, it is also a noteworthy contrast that Bavaria is one of the southern states where the CSU (Christian Social Union) government follows a conservative educational policy, while Brandenburg is one of the states which are led by the SPD (Social Democratic Party), just as many other northern states are.

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総ページ数：424  

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総ページ数：350  

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総ページ数：355  

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記述言語：英語  

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会議種別：口頭発表（一般）  

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会議種別：口頭発表（一般）  

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会議種別：口頭発表（一般）  

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種別：出前授業

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種別：資格認定講習

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種別：セミナー・ワークショップ

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