start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=裏表紙・英文目次
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=奥付
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=岡山大学教育推進機構 教師教育開発センター原稿執筆要領
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=岡山大学教育推進機構 教師教育開発センターの活動状況の概要
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=253
end-page=266
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=How Can School Counselors Contribute to Developmentally Supportive Student Guidance: An Examination of Support Expansion Through the Use of Planning Sheets
kn-title=スクールカウンセラーは発達支持的生徒指導へいかに貢献できるか ―プランニングシートの活用を通した支援の拡充に向けた検討―
en-subtitle=
kn-subtitle=
en-abstract=　In the revised Guidelines for Student Guidance (2022), the importance of developmentally supportive student guidance, which aims to foster the growth of all students, is clearly emphasized. However, many challenges to its implementation have been identified in school settings, including teachers’ excessive workload and insufficient organizational support systems. Moreover, the support provided by school counselors (SCs) has not yet been sufficiently developed. Therefore, this study examined the potential for expanding SCs’ support in developmentally supportive student guidance by reviewing its current status and challenges. Furthermore, through a reanalysis of a practical case using the Planning Sheet (Hara et al., 2024), the study explored the usefulness of this framework in enabling SCs and schools to share educational goals and collaboratively plan their support activities.
kn-abstract=　2022年に改訂された「生徒指導提要」では，すべての児童生徒の成長を支援する発達支持的生徒指導の重要性が明確に示されている。しかし，その定着には，教員の多忙化や組織的支援体制の不十分さなど，学校現場における多くの課題が指摘されている。さらに，スクールカウンセラー（SC）による支援も十分に展開されているとは言い難い。そこで本稿では，発達支持的生徒指導におけるSCの支援の拡充可能性を検討するため，現状と課題を整理した。また，プランニングシートを活用した実践事例（原他, 2024）の再分析を通して，SCと学校が教育目標を共有しながら協働的に支援を計画する枠組みの有用性を吟味した。
en-copyright=
kn-copyright=

en-aut-name=HARANoriyuki
en-aut-sei=HARA
en-aut-mei=Noriyuki
kn-aut-name=原範幸
kn-aut-sei=原
kn-aut-mei=範幸
aut-affil-num=1
ORCID=

en-aut-name=MISAWARyo
en-aut-sei=MISAWA
en-aut-mei=Ryo
kn-aut-name=三沢良
kn-aut-sei=三沢
kn-aut-mei=良
aut-affil-num=2
ORCID=

en-aut-name=AOKITazuko
en-aut-sei=AOKI
en-aut-mei=Tazuko
kn-aut-name=青木多寿子
kn-aut-sei=青木
kn-aut-mei=多寿子
aut-affil-num=3
ORCID=

affil-num=1
en-affil=
kn-affil=岡山県公立学校スクールカウンセラー

affil-num=2
en-affil=
kn-affil=岡山大学学術研究院教育学域

affil-num=3
en-affil=
kn-affil=岡山大学学術研究院教育学域
en-keyword=発達支持的生徒指導 (developmentally supportive student guidance)
kn-keyword=発達支持的生徒指導 (developmentally supportive student guidance)
en-keyword=プランニングシート (Planning Sheet)
kn-keyword=プランニングシート (Planning Sheet)
en-keyword=スクールカウンセラー (school counselor)
kn-keyword=スクールカウンセラー (school counselor)
en-keyword=チーム学校 (school as a team)
kn-keyword=チーム学校 (school as a team)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=237
end-page=251
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Preliminary Consideration on the Introduction of Philosophical Thinking into Special Needs Education: A Methodological Framework Based on the Concepts of Duration, Becoming, and Diffraction
kn-title=特別支援教育への哲学的思考導入についての予備的考察 持続・生成変化・回折の考え方に基づく方法的枠組みの試案
en-subtitle=
kn-subtitle=
en-abstract=This paper presents a theoretical and methodological examination aimed at introducing philosophical thinking into the practice of special needs education in response to contemporary challenges in the field. As its theoretical foundation, the study outlines Bergson’ s theory of memory, Deleuze and Guattari’ s philosophy of becoming, Barad’ s diffractive methodology, and Blom’ s diffractive ethnography. Building upon these theories, it proposes a methodological framework that adopts three interrelated analytical perspectives—“material-discursive practices,” “duration,” and “becoming”—for reading and interpreting educational practices. These perspectives, situated within the paradigm of post-qualitative research, make it possible to understand educational events as relational and processual phenomena rather than fixed outcomes. Future issues include the theoretical integration of the three lenses, clarification of the distinctions between diffractive methodology and diffractive ethnography, and refinement of analytical methods for connecting multiple practice episodes.
kn-abstract=　本稿は，現代の特別支援教育の課題から，特別支援教育実践に哲学的思考を導入するための理論的・方法的検討を行うものである。まず，理論基盤として，ベルクソンの「記憶理論」，ドゥルーズ＆ガタリの「生成変化の哲学」，Baradの「回折的方法論」，Blomの「回折的エスノグラフィー」について概説した。そして，理論基盤を基に方法的枠組みとして，「物質－言説的実践」，「持続」，「生成変化」の三つの視点を教育実践を読み解くための相互補完的な分析視点として採用することを提案した。これらの視点は，ポスト質的研究として，出来事を関係的・過程的に捉えることを可能にするものである。今後の課題として，三つのレンズ間の理論的整理，回折的方法論と回折的エスノグラフィーの差異化，および複数の実践エピソードを接続して描くための分析手法の精緻化が挙げられた。
en-copyright=
kn-copyright=

en-aut-name=HAMADAYo
en-aut-sei=HAMADA
en-aut-mei=Yo
kn-aut-name=濵田曜
kn-aut-sei=濵田
kn-aut-mei=曜
aut-affil-num=1
ORCID=

en-aut-name=TAKANOMiyuki
en-aut-sei=TAKANO
en-aut-mei=Miyuki
kn-aut-name=髙野美由紀
kn-aut-sei=髙野
kn-aut-mei=美由紀
aut-affil-num=2
ORCID=

en-aut-name=SATOSatoru
en-aut-sei=SATO
en-aut-mei=Satoru
kn-aut-name=佐藤曉
kn-aut-sei=佐藤
kn-aut-mei=曉
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Okayama Prefectural Okayama Seto Special Needs School
kn-affil=岡山県立岡山瀬戸高等支援学校

affil-num=2
en-affil=Hyogo University of Teacher Education
kn-affil=兵庫教育大学大学院

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=特別支援教育 (special needs education)
kn-keyword=特別支援教育 (special needs education)
en-keyword=哲学 (philosophy)
kn-keyword=哲学 (philosophy)
en-keyword=分析視点 (analytical perspectives)
kn-keyword=分析視点 (analytical perspectives)
en-keyword=ポストヒューマニズム (posthumanism)
kn-keyword=ポストヒューマニズム (posthumanism)
en-keyword=質的研究 (qualitative research)
kn-keyword=質的研究 (qualitative research)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=221
end-page=235
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Designing an Educational Model and Assessing Outcomes for the Graduate Course “Leadership and SDGs” New Directions in Leadership Education through Theory Learning, Peer Review, and Reflective Practice
kn-title=大学院共通科目『リーダーシップとSDGs』の教育モデル構築と成果分析 理論学習・ピアレビュー・省察活動によるリーダーシップ教育の新展開
en-subtitle=
kn-subtitle=
en-abstract=Okayama University's graduate school has developed and implemented a core course, “Leadership and SDGs,” to foster leadership among graduate students. The course focuses on the development of leaders who can contribute to the achievement of the SDGs (Sustainable Development Goals) and combines theoretical study, peer review, reflective practice, and group discussion to encourage mutual learning and self-growth among students. By analyzing learning outcomes across different departments, the study demonstrates that reflective, theory-based learning and collaborative critique activities effectively deepen leadership understanding and personal development. This research clarifies the significance of building and continuously improving an educational model that integrates academic theory and practical activities.
kn-abstract=　岡山大学大学院では、博士課程人材のリーダーシップ育成に向け、共通科目『リーダーシップとSDGs』を設計・実践している。本科目はSDGsに貢献するリーダー育成に主眼を置き、理論学習・ピアレビュー・省察・グループディスカッション等の手法を組み合わせ、学生同士の学び合い・自己成長の促進を目的としている。本稿では、学部・研究科ごとに学習成果を分析し、理論に基づく省察的学びと協働的な批評活動がリーダーシップ理解や成長に有用であることを明らかにした。本研究は、学術的理論と実践的活動を織り交ぜたモデル構築と、その継続的改善の意義を示している。
en-copyright=
kn-copyright=

en-aut-name=ISHIDAMamoru
en-aut-sei=ISHIDA
en-aut-mei=Mamoru
kn-aut-name=石田衛
kn-aut-sei=石田
kn-aut-mei=衛
aut-affil-num=1
ORCID=

en-aut-name=OTSUNEShinichi
en-aut-sei=OTSUNE
en-aut-mei=Shinichi
kn-aut-name=大常真一
kn-aut-sei=大常
kn-aut-mei=真一
aut-affil-num=2
ORCID=

en-aut-name=NAKAZAWATakuya
en-aut-sei=NAKAZAWA
en-aut-mei=Takuya
kn-aut-name=中澤拓也
kn-aut-sei=中澤
kn-aut-mei=拓也
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Faculty of General Education and Global Studies, Okayama University
kn-affil=岡山大学学術研究院共通教育・グローバル領域

affil-num=2
en-affil=Graduate student, Graduate School of Environmental, Life, Natural Science and Technology, Okayama University
kn-affil=岡山大学大学院環境生命自然科学研究科

affil-num=3
en-affil=Graduate student, Graduate School of Interdisciplinary Science and Engineering in Health Systems, Okayama University
kn-affil=岡山大学大学院ヘルスシステム統合科学研究科
en-keyword=リーダーシップ教育 (Leadership Education)
kn-keyword=リーダーシップ教育 (Leadership Education)
en-keyword=学習設計 (Learning Design)
kn-keyword=学習設計 (Learning Design)
en-keyword=高等教育 (Higher Education)
kn-keyword=高等教育 (Higher Education)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=205
end-page=219
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Tier 1 Support of School-Wide Positive Behavior Support (SWPBS) in the High School Division of a Special Needs School for Students with Intellectual Disabilities: Implementation and Effects of a Campaign-Based Approach
kn-title=知的障害高等特別支援学校における SWPBS 第１層支援 ―キャンペーン方式の導入とその効果―
en-subtitle=
kn-subtitle=
en-abstract=This study examined the effects of a campaign-based intervention implemented as Tier 1 support within School-Wide Positive Behavior Support (SWPBS). It took place at a public upper secondary school for students with mild intellectual disabilities. A “Thank-You Campaign” was conducted with 24 students in one grade level. The frequency of predefined target behaviors was analyzed using AB design with follow-ups. A social validity questionnaire was also administered to six teachers of the same grade. Results showed that both the frequency of the target behaviors and the percentage of students engaging in those behaviors increased after the campaign. These increases remained above baseline levels for a certain period after the campaign ended. The intervention also demonstrated a moderate degree of social validity. These findings suggest that campaign-based approaches can be a useful form of Tier 1 support in SWPBS for students with mild intellectual disabilities at the upper secondary level.
kn-abstract=　本研究は，軽度知的障害のある後期中等教育段階の公立知的障害高等特別支援学校において，SWPBS 第1層支援としてキャンペーン方式の支援を実施し，その効果検証を行った。方法としては，Ｘ学年生徒24名に対して挨拶行動の促進を狙ったキャンペーンを実施し，目標行動の生起数についてABフォローアップデザインを用いて検討した。また，Ｘ学年教員6名に対し，社会的妥当性を評価するアンケートを実施した。その結果，キャンペーンの介入直後に目標行動の生起数および目標行動に従事した生徒の割合の増加が見られ，キャンペーン終了後もベースラインと比較した増加が一定期間確認された。また，一定程度の社会的妥当性も確認できた。
en-copyright=
kn-copyright=

en-aut-name=TOKIMITSUHideaki
en-aut-sei=TOKIMITSU
en-aut-mei=Hideaki
kn-aut-name=時光秀明
kn-aut-sei=時光
kn-aut-mei=秀明
aut-affil-num=1
ORCID=

en-aut-name=MIYAZAKIYoshio
en-aut-sei=MIYAZAKI
en-aut-mei=Yoshio
kn-aut-name=宮﨑善郎
kn-aut-sei=宮﨑
kn-aut-mei=善郎
aut-affil-num=2
ORCID=

en-aut-name=KOYAMAMadoka
en-aut-sei=KOYAMA
en-aut-mei=Madoka
kn-aut-name=小山円
kn-aut-sei=小山
kn-aut-mei=円
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Graduate School of Education (Professional Degree Course), Okayama University
kn-affil=岡山大学大学院教育学研究科

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域

affil-num=3
en-affil=Kurashiki Kotoura Special Needs Seni or High School, Okayama Prefecture
kn-affil=岡山県立倉敷琴浦高等支援学校
en-keyword=高等部 (High school division)
kn-keyword=高等部 (High school division)
en-keyword=軽度知的障害 (Mild intellectual disabilities)
kn-keyword=軽度知的障害 (Mild intellectual disabilities)
en-keyword=SWPBS（学校規模ポジティブ行動支援）(School-Wide Positive Behavior Support (SWPBS))
kn-keyword=SWPBS（学校規模ポジティブ行動支援）(School-Wide Positive Behavior Support (SWPBS))
en-keyword=第1層支援 (Tier 1 support)
kn-keyword=第1層支援 (Tier 1 support)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=191
end-page=203
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Examining a Practical Case of Learning for Community Development –Focusing on the Changes in Awareness of Junior High School Students During Integrated Studies–
kn-title=町づくりを考える実践事例の検討 ―総合的な学習の時間を通じた中学生の意識変化に着目して―
en-subtitle=
kn-subtitle=
en-abstract= This study aims to clarify the effects of junior high school students planning community development through collaboration and interaction with others, and the changes in learners that arise from the results of such practice. It also examines how interactions with others, which are emphasized in dialogic learning, can be applied to junior high school practice and what form this should take. The goal of this practice is to foster a change in students' awareness of their town by having them interpret the future and nature of the town from various perspectives in relation to their interactions with others, and consider sustainable ways of living in the town and forming relationships as their own concern. As a result of the practice, students experienced changes in their perspectives and awareness regarding the town and were able to think about the regional issues involved in town development as their own concern.
kn-abstract=　本研究は，中学校総合的な学習の時間における町づくりにおいて，他者との協働や相互作用を通じて町づくりを構想し，実践の結果生じた学習者の変化からその効果を明らかにすることを目的としている。また，対話的な学びで重視される他者との相互作用を，中学校の実践に落とし込み，そのあり方についても検討する。本実践のねらいは，多様な視点から町の将来の姿やあり方を人との関わりについて読み解き，持続可能な町のあり方について自分事に引き寄せて考えることで，町に対する意識の変化を促すことにある。実践の結果，学習者の町に対する見方や考え方の意識変化が引き起こされ，町づくりの持つ地域課題について自分事に引き寄せて思考することができた。
en-copyright=
kn-copyright=

en-aut-name=KAMADAAkemi
en-aut-sei=KAMADA
en-aut-mei=Akemi
kn-aut-name=鎌田明美
kn-aut-sei=鎌田
kn-aut-mei=明美
aut-affil-num=1
ORCID=

en-aut-name=KAJIIKazuaki
en-aut-sei=KAJII
en-aut-mei=Kazuaki
kn-aut-name=梶井一暁
kn-aut-sei=梶井
kn-aut-mei=一暁
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Anan City Anan First Junior High School
kn-affil=阿南市立阿南第一中学校

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=総合的な学習の時間 (the period for integrated studies)
kn-keyword=総合的な学習の時間 (the period for integrated studies)
en-keyword=中学生 (junior high school student) 
kn-keyword=中学生 (junior high school student) 
en-keyword=町づくり (community development)
kn-keyword=町づくり (community development)
en-keyword=対話的な学び (int eractive lea rning)
kn-keyword=対話的な学び (int eractive lea rning)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=181
end-page=190
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Practice and Challenges of Elementary School Moral Education Lessons Utilizing Self-Developed Teaching Materials on the Theme of ‘The Dignity of Life’
kn-title=「生命の尊さ」の自作教材を活用した小学校道徳科授業の実践と課題
en-subtitle=
kn-subtitle=
en-abstract=This study investigated whether utilizing self-developed teaching materials for the moral content item "The Dignity of Life" could lead elementary school students to deeply reflect on the value of life in relation to their own experiences. The results confirmed that the use of these materials successfully enabled students to empathize with the characters and engage in deep reflection on the moral value of "The Dignity of Life" in a personal context. Conversely, a challenge emerged: due to the strength of the teacher's intent embedded in the original materials, students were occasionally observed tailoring their comments to align with the teacher's expectations. This suggests a potential, albeit unintentional, directionality imposed on student discourse by the instructor. Finally, this paper discusses the necessity of a continuous cycle of practice and reflection to realize truly student-centered moral education lessons.
kn-abstract=　本研究では，内容項目「生命の尊さ」に関する自作教材を開発し，授業を実施することによって，子どもが「生命の尊さ」を自分との関わりで深く考えることができるかについて検証した。成果として，自作教材の活用によって子どもが教材の登場人物に共感し，「生命の尊さ」の道徳的価値を自分との関わりで深く考える様子が確認できた。一方，課題として，自作教材へ込めた思いの強さから，子どもが授業者の意図を組みながら発言する姿が見られ，意図せず子どもの発言を方向付けた可能性が示された。最後に，子ども中心の授業の実現に向けて，実践と省察の往還の必要性について議論した。
en-copyright=
kn-copyright=

en-aut-name=YOSHIKAWAShinji
en-aut-sei=YOSHIKAWA
en-aut-mei=Shinji
kn-aut-name=吉川伸二
kn-aut-sei=吉川
kn-aut-mei=伸二
aut-affil-num=1
ORCID=

en-aut-name=IZUMITsuguyuki
en-aut-sei=IZUMI
en-aut-mei=Tsuguyuki
kn-aut-name=伊住継行
kn-aut-sei=伊住
kn-aut-mei=継行
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Tsurajimakita Elementary School
kn-affil=倉敷市立連島北小学校

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=道徳科 (Moral Education)
kn-keyword=道徳科 (Moral Education)
en-keyword=自作教材 (Self-developed teaching materials)
kn-keyword=自作教材 (Self-developed teaching materials)
en-keyword=生命の尊さ (The Dignity of Life)
kn-keyword=生命の尊さ (The Dignity of Life)
en-keyword=児童 (Children)
kn-keyword=児童 (Children)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=167
end-page=180
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Study on Developing High School Civics Lesson Plan Aimed at Improving Understanding of Constitutionalism: Depending on “We the People” of the Center for Civic Education
kn-title=立憲主義に対する認識の改善を目指した高等学校公民科の授業開発研究 ―米国公民教育センター開発『我ら合衆国人民』を手がかりにして―
en-subtitle=
kn-subtitle=
en-abstract=This study aims to develop practicable lessons for high school civics classes that foster an understanding of constitutionalism as the foundation for grasping the Constitution. Traditional Japanese social studies education focused on understanding the Constitution's fundamental principles—popular sovereignty, respect for basic human rights, and pacifism. But, recently, the concept of constitutionalism has gained attention as a means to help students understand what a constitution fundamentally is, and it is now described in textbooks. This study proposes a lesson plan designed to help students appropriately grasp the concept of constitutionalism. In making the lesson plan, we referenced the long-used “We the People” program developed by the Center for Civic Education in U.S. We adapted materials originally created based on the historical context of the United States to fit the Japanese context, utilizing parts of this program.
kn-abstract=　本研究は、憲法理解の基本としての立憲主義に対する認識形成を目標とする、高等学校公民科で実践可能な授業の開発を目指したものである。従来の日本の社会科教育においては、憲法理解は日本国憲法の基本原則である国民主権、基本的人権の尊重、平和主義の理解を基本としていたが、近年、そもそも憲法とは何かを理解させるために、立憲主義の概念が注目されるようになり、教科書にも記述されている。本研究は、そのような立憲主義という概念について生徒に適切に理解させることを目指した授業の提案をしようとするものである。授業計画作成にあたっては、米国の公民教育センターが開発し、長年活用されている『我ら合衆国人民（原題 We the People）』を参照し、その一部を活用し、米国の歴史的背景に基づいて作られた教材を、日本の文脈にそって改変した。
en-copyright=
kn-copyright=

en-aut-name=KUWABARAToshinori
en-aut-sei=KUWABARA
en-aut-mei=Toshinori
kn-aut-name=桑原敏典
kn-aut-sei=桑原
kn-aut-mei=敏典
aut-affil-num=1
ORCID=

en-aut-name=MIYAMOTOAyuha
en-aut-sei=MIYAMOTO
en-aut-mei=Ayuha
kn-aut-name=宮本あゆは
kn-aut-sei=宮本
kn-aut-mei=あゆは
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域

affil-num=2
en-affil=Graduate School of Humanities and Social Sciences, Okayama University
kn-affil=岡山大学大学院社会文化学研究科社会文化学専攻
en-keyword=授業開発研究 (Lesson Development Research)
kn-keyword=授業開発研究 (Lesson Development Research)
en-keyword=公民科 (Civic Education)
kn-keyword=公民科 (Civic Education)
en-keyword=憲法学習 (Constitutional Studies)
kn-keyword=憲法学習 (Constitutional Studies)
en-keyword=立憲主義 (Constitutionalism)
kn-keyword=立憲主義 (Constitutionalism)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=153
end-page=165
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Methods for Implementing Legal Education in Social Studies to Foster Understanding of Criminal Law Through Developing Junior High School Social Studies Lessons Incorporating Mock Trials
kn-title=刑法の意義を捉えさせる社会科における法教育実践の方法 ―模擬裁判を取り入れた中学校社会科の授業開発を通して―
en-subtitle=
kn-subtitle=
en-abstract=This study focuses on developing junior high school social studies lessons incorporating mock trials to enhance understanding of criminal law. Legal education in Japanese social studies has traditionally centered on constitutional studies, with very few opportunities to learn about other laws. Given this situation, recent years have seen the development of legal education lessons covering civil law, criminal law, and other areas. Meanwhile, since the introduction of the lay judge system, the development and implementation of social studies lessons incorporating mock trials have become commonplace, and it is no longer unusual for criminal cases to be addressed in social studies classes. This study examines the characteristics and challenges of conventional mock trial-based lessons and aims to develop a junior high school social studies lesson that helps students grasp the significance of criminal law.
kn-abstract=　本研究は、刑法の理解に焦点をあて、模擬裁判を取り入れた中学校社会科の授業開発を行なおうとするものである。日本の社会科における法教育は、従来から憲法学習が中心となっており、その他の法律について学ぶ機会は非常に少ない。そのような現状を踏まえて、近年、民法や刑法などを取り上げた法教育の授業開発が行われるようになった。その一方で、裁判員制度導入以降、模擬裁判を取り入れた社会科授業の開発・実践がよく見られるようになっており、刑事事件が社会科授業で取り上げられることも珍しくはなくなった。しかし、そのような授業を担当する教員に、刑法等に関する知識が十分ではなく、模擬裁判の内容と実際の裁判が乖離しているという課題もある。本研究では、従来の模擬裁判を取り入れた授業の特質と課題を検討したうえで、刑法の意義を捉えさせる中学校社会科の授業開発を目指す。
en-copyright=
kn-copyright=

en-aut-name=MIYAMOTOAyuha
en-aut-sei=MIYAMOTO
en-aut-mei=Ayuha
kn-aut-name=宮本あゆは
kn-aut-sei=宮本
kn-aut-mei=あゆは
aut-affil-num=1
ORCID=

en-aut-name=KUWABARAToshinori
en-aut-sei=KUWABARA
en-aut-mei=Toshinori
kn-aut-name=桑原敏典
kn-aut-sei=桑原
kn-aut-mei=敏典
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Graduate School of Human ities and So cial Sciences, Okayama University
kn-affil=岡山大学大学院社会文化学研究科社会文化学専攻

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=授業開発研究 (Lesson development research)
kn-keyword=授業開発研究 (Lesson development research)
en-keyword=中学校社会科 (Junior high school social studies)
kn-keyword=中学校社会科 (Junior high school social studies)
en-keyword=模擬裁判 (Mock trial)
kn-keyword=模擬裁判 (Mock trial)
en-keyword=刑法 (Criminal law)
kn-keyword=刑法 (Criminal law)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=139
end-page=152
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Practical Issues on Differences in Hours of Attendance as Seen in an Interview of Initial Appointment Child Care Teachers
kn-title=初任保育教諭の語りに見る園児の在園時間の違いによる実践上の課題
en-subtitle=
kn-subtitle=
en-abstract=In this paper, we examined practical issues and responses through interviews with novice childcare teachers with a focus on the differences in the length of kindergarteners' attendance time, which characterizes certified childcare centers. As a result, it became obvious that childcare teachers were aware of eight challenges. In addition to the challenge with respect to the “development of childcare ensuring the continuity of play” described in the “Guidelines for Education and Childcare for Certified Childcare Centers,” furthermore, a new challenge regarding “understanding of kindergarteners in consideration of their various attendance time and lifestyles” not described in it was identified. Differences in attendance time due to certification classification inevitably lead to differences in time schedules, locations, and groups during certified childcare centers life. Therefore, in order to clarify what common experiences should be established in certified childcare centers life, what differences in experience should be utilized, and what kind of childcare should be practiced based on the goals set by childcare teachers, a future challenge is to collect and organize good practice examples that have been accumulated so far in certified nurseries and to clarify indicators.
kn-abstract=　本論では，幼保連携型認定こども園の特徴である園児の在園時間の違いに焦点を当て，初任保育教諭への面接調査により実践上の課題と対応について検討した。その結果，保育教諭が８つの課題を認識していることが明らかになった。また，『幼保連携型認定こども園教育・保育要領』に記述されている「遊びの連続性を保障する保育の展開」に関する課題に加えて，記述されていない「多様な在園時間や生活形態を考慮した園児理解」に関する新たな課題が見出された。認定区分による在園時間の違いは園生活における時間的スケジュールや場所，集団の違いを余儀なくされる。そのため，保育教諭が設定するねらいに基づいた園生活で何を共通経験とすべき内容として設定し，何を経験差として活かし，どのような保育を実践するか明確にすべく，これまで認定こども園で積み重ねられてきた好実践例を集積・整理し，指標を明示することが今後の課題である。
en-copyright=
kn-copyright=

en-aut-name=HASUIKazuya
en-aut-sei=HASUI
en-aut-mei=Kazuya
kn-aut-name=蓮井和也
kn-aut-sei=蓮井
kn-aut-mei=和也
aut-affil-num=1
ORCID=

en-aut-name=KATAYAMAMika
en-aut-sei=KATAYAMA
en-aut-mei=Mika
kn-aut-name=片山美香
kn-aut-sei=片山
kn-aut-mei=美香
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Faculty of Health and Welfare， Kawasaki University of Medical Welfare
kn-affil=川崎医療福祉大学医療福祉学部

affil-num=2
en-affil=Faculty of Education, Graduate School of Science, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=認定こども園 (Certified Children Centers)
kn-keyword=認定こども園 (Certified Children Centers)
en-keyword=在園時間の違い (Differences in Hours of Attendance)
kn-keyword=在園時間の違い (Differences in Hours of Attendance)
en-keyword=実践上の課題 (Issues in Childcare)
kn-keyword=実践上の課題 (Issues in Childcare)
en-keyword=初任保育教諭 (Initial Appointment Child Care Teachers)
kn-keyword=初任保育教諭 (Initial Appointment Child Care Teachers)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=123
end-page=137
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=A Study on the Involvement of Community Wind Bands in the Community Development of Wind Band Activities; Can Community Wind Bands Serve as Key Supporters in Community Development of Club Activities?
kn-title=吹奏楽活動の地域展開における市民吹奏楽団の関わりに関する研究 ―市民吹奏楽団は地域展開の担い手になり得るか―
en-subtitle=
kn-subtitle=
en-abstract=In the community development of wind band activities, the shortage of instructors and rehearsal spaces has become an urgent issue. This study investigates whether community wind bands can serve as key supporters of community development of children’ s wind band activities progresses. Based on interviews with 20 community wind bands in Okayama Prefecture and text mining analysis, the study revealed differences in their awareness toward community development of club activities. More proactive bands tended to view providing musical instruction to children and engaging in joint activities positively. On the other hand, concerns about instructional skills, time constraints, and the burden of responsibility were identified as potential obstacles. Furthermore, the findings suggest that utilizing public school facilities could help address the issues of rehearsal space and financial constraints faced by community wind bands. However, disparities among municipalities were also found in the actual implementation of public school facility use systems.
kn-abstract=　吹奏楽活動の地域展開（以下、地域展開）において、指導者や活動場所の不足は喫緊の課題である。本研究は、地域展開が進む中で、市民吹奏楽団が地域の子ども達の吹奏楽活動を支える担い手となり得るかを調査・検討した。岡山県内の市民吹奏楽団20 団体への聞き取り調査とテキストマイニング分析の結果、地域展開への意識には差がみられ、積極的な団体では子ども達の演奏指導や合同での活動を肯定的に捉える傾向が確認された。一方で、指導技術や時間的制約、責任負担への不安が障壁となっている可能性が示唆された。また、市民吹奏楽団が抱える活動場所や財政的な課題に対して公立学校施設の活用がその解決に寄与し得る可能性が示唆された。一方で、公立学校の施設開放については、実際の制度運用において自治体間の格差が存在することが明らかとなった。
en-copyright=
kn-copyright=

en-aut-name=MAKINOKunihiko
en-aut-sei=MAKINO
en-aut-mei=Kunihiko
kn-aut-name=槇野邦彦
kn-aut-sei=槇野
kn-aut-mei=邦彦
aut-affil-num=1
ORCID=

affil-num=1
en-affil=Center for Teacher Education and Development、Okayama University
kn-affil=岡山大学学術研究院教育学域 教育推進機構教師教育開発センター
en-keyword=地域展開 (community development of club activities)
kn-keyword=地域展開 (community development of club activities)
en-keyword=市民吹奏楽団 (community wind band)
kn-keyword=市民吹奏楽団 (community wind band)
en-keyword=地域クラブ活動 (regional club activities)
kn-keyword=地域クラブ活動 (regional club activities)
en-keyword=学校施設開放 (community use of school facilities)
kn-keyword=学校施設開放 (community use of school facilities)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=107
end-page=121
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Developing Lesson Plan for Global Citizenship Education in Junior High School Music Education through Japan-Korea Music Cultural Exchange: Based on Research Findings from an Internship at APCEIU
kn-title=日韓の音楽文化交流を通した中学校音楽科におけるグローバル・シティズンシップ教育の構想 ―APCEIUでのインターンシップにおける調査の成果に基づいて―
en-subtitle=
kn-subtitle=
en-abstract=This paper proposes a Global Citizenship Education program for junior high school music classes. The program aims to promote mutual understanding by having students examine the musical cultures of Japan and Korea, identifying their cultural differences and commonalities. In designing the program, author Konishi drew upon methods of GCED being implemented in Korea, identified through field research conducted during a roughly one-month internship at APCEIU (Asia-Pacific Centre of Education for International Understanding) in Seoul, Korea. The developed program focused on percussion instruments from both Japan and Korea. By comparing these instruments, students identified cultural differences between the two countries. The program then aimed to deepen students' understanding of cultural diversity and the unique value of each country's culture, while also helping them recognize the historical background underlying each nation's musical culture and accept these differences.
kn-abstract=　本論文は、中学校音楽科において、日本と韓国の音楽文化を取り上げて、互いの文化の違いや共通性を捉えさせたうえで相互理解を促進する、グルーバル・シティズンシップ教育（以下、GCED と表記）プログラムを構想しようとするものである。プログラムの構想の際には、筆者である小西が、韓国のソウルのAPCEIU（アジア太平洋国際理解教育センター）で行なった約一か月間のインターンシップの間の実地調査で把握した、韓国で展開されているGCED の方法を参考にした。開発プログラムでは、日韓両国の打楽器を取り上げて、その比較から互いの文化の違いを捉えさせたうえで、違いを受け入れながら、それぞれの国の音楽文化の根底にある歴史的背景に気づかせたうえで、文化の多様性や両国の文化の固有の価値に対する理解を深めることを目指した。
en-copyright=
kn-copyright=

en-aut-name=KONISHIHikari
en-aut-sei=KONISHI
en-aut-mei=Hikari
kn-aut-name=小西光
kn-aut-sei=小西
kn-aut-mei=光
aut-affil-num=1
ORCID=

en-aut-name=KUWABARAToshinori
en-aut-sei=KUWABARA
en-aut-mei=Toshinori
kn-aut-name=桑原敏典
kn-aut-sei=桑原
kn-aut-mei=敏典
aut-affil-num=2
ORCID=

en-aut-name=KONISHIYumi
en-aut-sei=KONISHI
en-aut-mei=Yumi
kn-aut-name=小西裕美
kn-aut-sei=小西
kn-aut-mei=裕美
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Graduate School of Education
kn-affil=岡山大学大学院教育学研究科

affil-num=2
en-affil=Faculty of Education
kn-affil=岡山大学学術研究院教育学域

affil-num=3
en-affil=Graduate School of Education
kn-affil=岡山大学大学院教育学研究科
en-keyword=グローバル・シティズンシップ教育 (Global Citizenship Education)
kn-keyword=グローバル・シティズンシップ教育 (Global Citizenship Education)
en-keyword=音楽科 (Music Education)
kn-keyword=音楽科 (Music Education)
en-keyword=異文化理解 (Cross-Cultural Understanding)
kn-keyword=異文化理解 (Cross-Cultural Understanding)
en-keyword=授業開発 (Lesson Development)
kn-keyword=授業開発 (Lesson Development)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=91
end-page=105
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Practical Research on Nurturing the Next Generation of Classical Japanese Instrument Music that Connects the Local and the Global Community (3) . The Potential for Developing Intercultural Competence through Questionnaire Surveys of Elementary and Junior High School Student.
kn-title=地域社会とグローバルをつなぐ和楽器音楽次世代育成の実践研究（３） 小中学生の質問紙調査に見る「異文化間能力」育成の可能性
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=　本研究は，「おかやま国際和楽器学生フェスティバル」の実践における，異文化間能力育成の可能性について，参加した小中学生の質問紙調査結果から検討した。<br>
　その結果，１）体験を通して形成された新たな認識により，和楽器音楽文化と自己との関係性を再認識・再構築し，和楽器音楽文化への積極的な関与を示す価値づけ・意味づけが行われ，内在化が促されたこと，２）越境文化としての和楽器音楽文化に対して，開放的・尊重的態度を示していたが，自己の文化的アイデンティティを意識する契機となったこと，３）和楽器音楽の共有を通して生じた共感の上に，相互理解や協働関係が構築されていたこと，４）「文化の共有の可能性についての認識」が形成されるなど，フェスティバルでの経験が，文化観の形成に影響を与える契機となっていたこと，が明らかになった。
en-copyright=
kn-copyright=

en-aut-name=HAYAKAWARinko
en-aut-sei=HAYAKAWA
en-aut-mei=Rinko
kn-aut-name=早川倫子
kn-aut-sei=早川
kn-aut-mei=倫子
aut-affil-num=1
ORCID=

en-aut-name=BEPPUYuko
en-aut-sei=BEPPU
en-aut-mei=Yuko
kn-aut-name=別府祐子
kn-aut-sei=別府
kn-aut-mei=祐子
aut-affil-num=2
ORCID=

en-aut-name=YAMAJIMiho
en-aut-sei=YAMAJI
en-aut-mei=Miho
kn-aut-name=山路みほ
kn-aut-sei=山路
kn-aut-mei=みほ
aut-affil-num=3
ORCID=

en-aut-name=HANAKUSAYoko
en-aut-sei=HANAKUSA
en-aut-mei=Yoko
kn-aut-name=花草容子
kn-aut-sei=花草
kn-aut-mei=容子
aut-affil-num=4
ORCID=

en-aut-name=TAKESHITANoriko
en-aut-sei=TAKESHITA
en-aut-mei=Noriko
kn-aut-name=竹下則子
kn-aut-sei=竹下
kn-aut-mei=則子
aut-affil-num=5
ORCID=

en-aut-name=TAKASUHiromi
en-aut-sei=TAKASU
en-aut-mei=Hiromi
kn-aut-name=髙須裕美
kn-aut-sei=髙須
kn-aut-mei=裕美
aut-affil-num=6
ORCID=

en-aut-name=MIYOSHIKeiko
en-aut-sei=MIYOSHI
en-aut-mei=Keiko
kn-aut-name=三好啓子
kn-aut-sei=三好
kn-aut-mei=啓子
aut-affil-num=7
ORCID=

en-aut-name=SHIMIZUNaoko
en-aut-sei=SHIMIZU
en-aut-mei=Naoko
kn-aut-name=清水尚子
kn-aut-sei=清水
kn-aut-mei=尚子
aut-affil-num=8
ORCID=

en-aut-name=TOSAChihiro
en-aut-sei=TOSA
en-aut-mei=Chihiro
kn-aut-name=土佐千紘
kn-aut-sei=土佐
kn-aut-mei=千紘
aut-affil-num=9
ORCID=

en-aut-name=NAKAMURA Ai
en-aut-sei=NAKAMURA 
en-aut-mei=Ai
kn-aut-name=中村愛
kn-aut-sei=中村
kn-aut-mei=愛
aut-affil-num=10
ORCID=

en-aut-name=HIGUCHIAki
en-aut-sei=HIGUCHI
en-aut-mei=Aki
kn-aut-name=樋口亜希
kn-aut-sei=樋口
kn-aut-mei=亜希
aut-affil-num=11
ORCID=

affil-num=1
en-affil=Okayama University
kn-affil=岡山大学学術研究院教育学域

affil-num=2
en-affil=Kurashiki City College
kn-affil=倉敷市立短期大学

affil-num=3
en-affil=Part-time Lecturer at Okayama University
kn-affil=岡山大学非常勤講師

affil-num=4
en-affil=Research Student at the Joint Graduate School in Science of School Education Hyogo University of Teacher Education
kn-affil=兵庫教育大学大学院連合学校教育学研究科

affil-num=5
en-affil=Biwako-Gakuin University
kn-affil=びわこ学院大学短期大学部

affil-num=6
en-affil=Okayama University
kn-affil=岡山大学学術研究院教育学域

affil-num=7
en-affil=Research Student at the Joint Graduate School in Science of School Education Hyogo University of Teacher Education
kn-affil=兵庫教育大学大学院連合学校教育学研究科

affil-num=8
en-affil=Doctoral Student at the Joint Graduate School in Science of School Education Hyogo University of Teacher Education
kn-affil=兵庫教育大学大学院連合学校教育学研究科

affil-num=9
en-affil=Yamaha Corporation
kn-affil=ヤマハ株式会社楽器事業本部

affil-num=10
en-affil=Doctoral Student at the Joint Graduate School in Science of School Education Hyogo University of Teacher Education
kn-affil=兵庫教育大学大学院連合学校教育学研究科

affil-num=11
en-affil=Okayama Prefectural School for the Deaf
kn-affil=岡山県立岡山聾学校
en-keyword=和楽器音楽 (Classical Japanese instrument)
kn-keyword=和楽器音楽 (Classical Japanese instrument)
en-keyword=異文化間能力 (‘Intercultural Competence’)
kn-keyword=異文化間能力 (‘Intercultural Competence’)
en-keyword=次世代育成 (the next generation)
kn-keyword=次世代育成 (the next generation)
en-keyword=質問紙調査 (questionnaire survey)
kn-keyword=質問紙調査 (questionnaire survey)
en-keyword=小学生・中学生 (elementary and junior high school students)
kn-keyword=小学生・中学生 (elementary and junior high school students)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=75
end-page=89
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Summer Climate around Germany and the German Lied “Im Frühling” (In Spring) by F. Schubert: A Report of an Interdisciplinary Lesson Practice at the University Leading to the Understanding of Heterogeneous Others
kn-title=ドイツ付近の夏の気候とシューベルトの歌曲《春に》 異質な他者との出会いを促す大学での学際的授業の報告
en-subtitle=
kn-subtitle=
en-abstract=An interdisciplinary lesson practice for the university students leading to the understanding of heterogeneous others was made on a topic of summer climate and the seasonal feeling around Germany, as a continuing study of Kato et al. (2025). In the lesson practice, details of the climate and seasonal cycle around Germany were firstly explained and the German lied “Im Frühling” (In spring) composed by F. Schubert was appreciated, paying attention to how the scenes and emotions expressed by the lyrics “all summer long” in the 3rd verse of this song might differ whether we imagine the climate around Germany or that around Japan. It seems that the present activity provided an opportunity for the students to perceive the climate environments and seasonal feelings quite different from those familiar to them . However, how to explore the appreciation activities that focus also on the musical expression itself of that song is an interesting remaining problem, in order for the students to capture the summer scenery and emotions which Schubert himself imagined.
kn-abstract=　「異質な他者」への出会いを促す授業例の更なる蓄積のため，ドイツ付近の「夏」の気候と季節感に注目した教科横断的な授業を大学で実践した。授業では，ドイツ付近の気候と季節サイクルの中での「夏」の特徴を把握すると共に，シューベルトの歌曲《春に》を鑑賞した。《春に》の3 番の「夏の間じゅう，ずっと」という歌詞で歌われている情景や情感が，ドイツ付近と日本付近を想定した場合にどう違い得るか，に関する受講生の記述を分析した。その結果，日本の夏の高温多湿な環境からは原詩の情感そのものが成立し難いと感じた学生もいるなど，本実践は，自分たちの「当たり前」とは異なる気候や季節感にも目を向ける機会になり得たといえる。一方，日本とはかなり違う気候背景の中でシューベルトが思い描いたであろう情景・心情に授業で深く迫るための，音楽表現自体への踏み込み方についても，今後検討する必要性が示唆された。
en-copyright=
kn-copyright=

en-aut-name=KATOKuranoshin
en-aut-sei=KATO
en-aut-mei=Kuranoshin
kn-aut-name=加藤内藏進
kn-aut-sei=加藤
kn-aut-mei=内藏進
aut-affil-num=1
ORCID=

en-aut-name=NAGAOKAIsao
en-aut-sei=NAGAOKA
en-aut-mei=Isao
kn-aut-name=長岡功
kn-aut-sei=長岡
kn-aut-mei=功
aut-affil-num=2
ORCID=

en-aut-name=KATOHaruko
en-aut-sei=KATO
en-aut-mei=Haruko
kn-aut-name=加藤晴子
kn-aut-sei=加藤
kn-aut-mei=晴子
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域

affil-num=3
en-affil=Faculty of Education, Gufu Shotoku Gakuen University (Former affiliation)
kn-affil=元　岐阜聖徳学園大学教育学部
en-keyword=気候と音楽
kn-keyword=気候と音楽
en-keyword=ドイツ付近の夏の気候と季節感
kn-keyword=ドイツ付近の夏の気候と季節感
en-keyword=気候と文化理解の学際的ESD教師教育
kn-keyword=気候と文化理解の学際的ESD教師教育
en-keyword=異質な他者への理解
kn-keyword=異質な他者への理解
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=61
end-page=73
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Study on Physical Activity Levels During Soccer Matches Among Junior High School Students Focusing on Position and Physical/Fitness Characteristics
kn-title=中学生を対象としたサッカー試合中の身体活動量に関する研究 ～ポジションと身体・体力特性に着目して～
en-subtitle=
kn-subtitle=
en-abstract=We compared physical and fitness characteristics by soccer position using results from the New Physical Fitness Test administered to 30 junior high school students. Additionally, we compared differences in physical activity levels by position during soccer matches while wearing LC devices. The results showed no significant differences in physical or fitness characteristics between positions. However, significant differences were observed between positions in step count and the proportion of time spent in physical activity by intensity level. This revealed that physical activity levels during soccer matches differ between positions even among junior high school students, clarifying position-specific characteristics in soccer. It also suggested the usefulness of evaluating physical activity levels during matches over time.
kn-abstract=　中学生34人を対象とし，身体・体力特性とサッカー試合中の身体活動量について，ポジションに着目して比較・検討した．その結果，身体・体力特性についてはポジション間に有意な差は認められなかった．歩数ではポジション間で有意差が認められ，ライトサイドバックが少なく，センターミッドフィルダーが高かった．強度別身体活動量時間の割合ではポジション間で有意差が認められ，ライトサイドバックが低く，センターミッドフィルダーが高かった．以上のことから，本研究の対象中学生ではポジション間で身体・体力特性には有意差が認められないが，サッカー試合中の身体活動量ではポジション間で差が生じることが示唆された．
en-copyright=
kn-copyright=

en-aut-name=NATSUMEDATakaaki
en-aut-sei=NATSUMEDA
en-aut-mei=Takaaki
kn-aut-name=棗田尊貴
kn-aut-sei=棗田
kn-aut-mei=尊貴
aut-affil-num=1
ORCID=

en-aut-name=ADACHIMinoru
en-aut-sei=ADACHI
en-aut-mei=Minoru
kn-aut-name=足立稔
kn-aut-sei=足立
kn-aut-mei=稔
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Graduate School of Education, Okayama University
kn-affil=岡山大学大学院教育学研究科

affil-num=2
en-affil=Okayama University Graduate School of Education
kn-affil=岡山大学学術研究院教育学域
en-keyword=サッカー (Soccer)
kn-keyword=サッカー (Soccer)
en-keyword=中学生 (Junior High School Students)
kn-keyword=中学生 (Junior High School Students)
en-keyword=加速度計 (Accelerometer)
kn-keyword=加速度計 (Accelerometer)
en-keyword=新体力テスト (New Physical Fitness Test)
kn-keyword=新体力テスト (New Physical Fitness Test)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=45
end-page=59
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Physical Activity and Physical Fitness in the School Life of Elementary School Children
kn-title=小学生の学校生活における身体活動量と体力に関する研究
en-subtitle=
kn-subtitle=
en-abstract=　The purpose of this study was to objectively measure physical activity levels during different school settings among sixth-grade elementary school children using an accelerometer, and to examine their relationship with physical fitness. Participants were 85 children (41 boys, 44 girls). Step counts and time spent in different activity intensities were evaluated during recess, physical education (PE) classes, and the whole school day. Results showed that children with higher fitness levels tended to have greater step counts and more moderate-to-vigorous physical activity (MVPA) during recess. Significant differences were found in morning recess for boys and in lunch recess and PE classes for girls. The proportion of MVPA was 11.3% during recess and 15.7% during PE classes, which was lower than that reported in other countries and did not meet international recommendations. This study provides fundamental data on physical activity in elementary school settings and suggests the importance of enhancing opportunities for physical activity, parti cularly during recess and PE classes.
kn-abstract=　本研究の目的は，小学校6年生の学校生活における活動場面別の身体活動量を加速度計を用いて客観的に測定し，その体力との関係を検討することである．対象は小学校児童85名(男子41名，女子44名)とし，休み時間，体育授業，学校生活全体における歩数と強度別活動時間を評価した．その結果，男女ともに体力上位群は休み時間において歩数とMVPAが多い傾向が示され，特に男子は中休み，女子は昼休みおよび体育授業で有意差が認められた．各活動場面のMVPA が占める割合は休み時間11.3％，体育授業15.7％であり，諸外国と比較して少なく，国際的推奨値にも届かなかった．本研究は，小学校における身体活動量の基礎データを提示するとともに，学校生活，特に休み時間や体育授業における身体活動機会の充実が必要であることを示唆した．
en-copyright=
kn-copyright=

en-aut-name=YASUNOBEJin
en-aut-sei=YASUNOBE
en-aut-mei=Jin
kn-aut-name=安延仁
kn-aut-sei=安延
kn-aut-mei=仁
aut-affil-num=1
ORCID=

en-aut-name=SASAYAMAKensaku
en-aut-sei=SASAYAMA
en-aut-mei=Kensaku
kn-aut-name=笹山健作
kn-aut-sei=笹山
kn-aut-mei=健作
aut-affil-num=2
ORCID=

en-aut-name=ADACHIMinoru
en-aut-sei=ADACHI
en-aut-mei=Minoru
kn-aut-name=足立稔
kn-aut-sei=足立
kn-aut-mei=稔
aut-affil-num=3
ORCID=

affil-num=1
en-affil=Graduate School of Education, Okayama University
kn-affil=岡山大学大学院教育学研究科

affil-num=2
en-affil=Faculty of Education, Mie University
kn-affil=三重大学教育学部

affil-num=3
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=加速度計 (accelerometer)
kn-keyword=加速度計 (accelerometer)
en-keyword=身体活動量 (physical activity)
kn-keyword=身体活動量 (physical activity)
en-keyword=体力 (physical fitness)
kn-keyword=体力 (physical fitness)
en-keyword=小学校児童 (elementary school children)
kn-keyword=小学校児童 (elementary school children)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=31
end-page=44
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Analysis of Factors Contributing to Confusion Regarding Left-Right Understanding of Convex Lens Images —Proposals for Inquiry-Based Learning Based on Textbook Analysis and Teacher Questionnaire—
kn-title=凸レンズの像の左右理解に関する混乱の要因分析 教科書分析と教員アンケートによる探究的な学びへの提案
en-subtitle=
kn-subtitle=
en-abstract=This study focused on the confusion students experience regarding the orientation of images during the learning of convex lens in junior high school. It examined the causes of this confusion, identifying insufficient awareness of experimental conditions such as the light source, screen, and observation location. To investigate, the study analyzed changes in the Course of Study for Lower Secondary Schools and textbooks and conducted a questionnaire survey of science teachers. The results revealed that while textbook descriptions have shifted toward specifying the observation location, teaching methods among teachers vary, causing confusion of students. To address these issues, a 3D-printed teaching material was developed that naturally fixes the observation viewpoint. Its effectiveness was examined through teacher training. This material was found to be effective in promoting students' intuitive understanding and bringing inquiry-based learning.
kn-abstract=　本研究は、中学校理科の凸レンズ学習で生徒が像の向きに抱く混乱に着目した。その要因を、光源・スクリーン・観察場所といった実験条件が十分に意識されてこなかった点にあると考察し、学習指導要領と教科書の変遷分析、および現職教員へのアンケート調査を実施した。その結果、教科書の記述は観察場所を指定する方向へ変化しているものの、現場教員の指導法にはばらつきがあり、生徒の混乱を招く一因となっていることを明らかにした。これらの課題解決のため、観察視点を自然に固定できる3D プリンタ製教材を開発し、教員研修でその有効性を検討した。本教材は生徒の直感的理解を促し、探究的な学びを引き出す上で有効であることが示唆された。
en-copyright=
kn-copyright=

en-aut-name=TANIMOTOKunihiko
en-aut-sei=TANIMOTO
en-aut-mei=Kunihiko
kn-aut-name=谷本薫彦
kn-aut-sei=谷本
kn-aut-mei=薫彦
aut-affil-num=1
ORCID=

en-aut-name=INADAYoshihiko
en-aut-sei=INADA
en-aut-mei=Yoshihiko
kn-aut-name=稲田佳彦
kn-aut-sei=稲田
kn-aut-mei=佳彦
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=凸レンズ (Convex lens)
kn-keyword=凸レンズ (Convex lens)
en-keyword=上下左右逆 (the orientation of images)
kn-keyword=上下左右逆 (the orientation of images)
en-keyword=教科書 (Textbooks)
kn-keyword=教科書 (Textbooks)
en-keyword=学習指導要領 (Course of Study)
kn-keyword=学習指導要領 (Course of Study)
en-keyword=３D プリンタ (3D printer)
kn-keyword=３D プリンタ (3D printer)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=15
end-page=29
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Critical Reading Instruction of Expository Text that Promotes Reflecting: Practice for First-year Student at High School
kn-title=説明的文章の指導における「内省」を促す批判的読み ―高等学校１年生を対象として―
en-subtitle=
kn-subtitle=
en-abstract=　Critical reading is an essential skill at present time and is included in government guidelines for teaching. Although recent research on teaching critical reading has been conducted, there have been criticisms that lack of consideration of content value and understanding context within society. There are also calls for critical reading that focuses on the perspective of “reflect” . Therefore, this paper developed a lesson that encourages students not only critically read the text, but also critically consider (reflect on) their own ideas. As a measure to achieve this, incorporated activities such as comparing two teaching materials that contained multiple social perceptions, exchanging opinions from opposing perspectives, writing an evaluation of the materials, and having the students themselves evaluate their own writing (their own reading). Analysis of the students’ writings shows that, while some students didn’ t reach conscious reflection, about 60% of students’ writings showed changes. And then it suggests that the methods used were effective.
kn-abstract=　批判的読みは，現代では欠かせない能力であり，学習指導要領にも明記されている。近年，批判的読みの指導に関する研究がなされているものの，内容的な価値の検討や社会的な文脈のなかで捉えることが希薄だとする指摘や，「反省性」という観点に着目した批判的読みを求める声もある。そこで，本稿では，文章そのものを批判的に読むだけでなく，自身の持っている考えをも批判的に捉える（内省する）ことを促す授業を開発した。その手立てとして，複数の社会認識が存在する二つの教材の読み比べたうえで，対立する立場からの意見交換を行うことや，教材に対する評価の記述，その記述（自己の読み）を学習者自身が評価するといった活動を取り入れた。学習者の記述の分析からは，意識的な内省に至らなかった学習者も見受けられたものの，約６割の学習者の記述には変容が見られ，用いた手立ては効果があったと推測できることを指摘した。
en-copyright=
kn-copyright=

en-aut-name=SAISHOYumi
en-aut-sei=SAISHO
en-aut-mei=Yumi
kn-aut-name=最相有未
kn-aut-sei=最相
kn-aut-mei=有未
aut-affil-num=1
ORCID=

en-aut-name=IKEDAMasafumi
en-aut-sei=IKEDA
en-aut-mei=Masafumi
kn-aut-name=池田匡史
kn-aut-sei=池田
kn-aut-mei=匡史
aut-affil-num=2
ORCID=

affil-num=1
en-affil=Graduate School of Education (Professional Degree Corse), Okayama University
kn-affil=岡山大学大学院教育学研究科

affil-num=2
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=反省性 (reflectiveness)
kn-keyword=反省性 (reflectiveness)
en-keyword=情意的性向 (affective disposition)
kn-keyword=情意的性向 (affective disposition)
en-keyword=複数テクスト (multiple texts)
kn-keyword=複数テクスト (multiple texts)
en-keyword=「現代の国語」 (“Contemporary Japanese Language”)
kn-keyword=「現代の国語」 (“Contemporary Japanese Language”)
en-keyword=生物多様性 (biodiversity)
kn-keyword=生物多様性 (biodiversity)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=1
end-page=13
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=Preschool Teachers’ Strategies and Practical Challenges in Supporting the School Enrollment of Foreign Children
kn-title=外国人幼児の就学支援における保育士の工夫と実践的課題
en-subtitle=
kn-subtitle=
en-abstract=This study aimed to clarify the specific practices and challenges faced by preschool teachers in supporting foreign children at the time of school enrollment. Semi-structured interviews were conducted with two preschool teachers who had experience in supporting foreign children, and qualitative analysis using SCAT was applied to organize the support provided to both children and their parents. The results revealed that, in terms of language support, teachers utilized visual aids and simplified Japanese, while in cultural support they sought to balance family culture with the culture of the preschool. Regarding developmental support, the importance of fostering non-cognitive skills and collaborating with medical institutions was highlighted. In parent support, participatory involvement and careful explanations were practiced; however, challenges remained in providing institutional information and establishing collaboration with local governments. Based on these findings, it is necessary to establish a regional collaborative system that can provide institutional support for families with multicultural backgrounds, standardize the provision of information, and build practical mechanisms to connect with Japanese language education resources, so that support does not rely solely on the individual efforts of preschool teachers.
kn-abstract=　本研究は，外国人幼児が就学期に直面する困難に対応するため，保育士が行っている具体的な保育実践における支援の工夫と課題を明らかにすることを目的とした。外国人幼児の支援経験を有する保育士2 名に半構造化インタビューを行い，SCAT を用いた質的分析により，幼児および保護者への支援内容を整理した。その結果，言語面では視覚的支援ややさしい日本語を活用し，文化面では家庭文化と日本の園文化の調整が行われていた。発達支援においては，非認知的スキルの育成や医療機関との連携の必要性が指摘された。保護者支援では，参加型の関わりや丁寧な説明が実践されていたが，制度情報の提供や行政との連携には課題が残された。これらの結果を踏まえ，今後は保育士の個別的努力に依存しないためにも，多文化背景をもつ家庭への支援を制度的に支える地域連携体制の整備や，情報提供の標準化，日本語教育資源との接続を図る実践的仕組みの構築が求められる。
en-copyright=
kn-copyright=

en-aut-name=CHENYiwen
en-aut-sei=CHEN
en-aut-mei=Yiwen
kn-aut-name=陳依文
kn-aut-sei=陳
kn-aut-mei=依文
aut-affil-num=1
ORCID=

en-aut-name=YANAGISAWAKazuki
en-aut-sei=YANAGISAWA
en-aut-mei=Kazuki
kn-aut-name=柳澤佳月
kn-aut-sei=柳澤
kn-aut-mei=佳月
aut-affil-num=2
ORCID=

en-aut-name=REN Xinyu
en-aut-sei=REN
en-aut-mei= Xinyu
kn-aut-name=任芯于
kn-aut-sei=任
kn-aut-mei=芯于
aut-affil-num=3
ORCID=

en-aut-name=YOSHITOSHIMunehisa
en-aut-sei=YOSHITOSHI
en-aut-mei=Munehisa
kn-aut-name=吉利宗久
kn-aut-sei=吉利
kn-aut-mei=宗久
aut-affil-num=4
ORCID=

affil-num=1
en-affil=The Joint Graduate School (Ph.D. Program) in Science of School Education, Hyogo University of Teacher, Hyogo University of Teacher Education
kn-affil=兵庫教育大学大学院連合学校教育学研究科博士課程

affil-num=2
en-affil=Graduate School of Education, Okayama University
kn-affil=岡山大学大学院教育学研究科

affil-num=3
en-affil=Graduate School of Education, Okayama University
kn-affil=岡山大学大学院教育学研究科

affil-num=4
en-affil=Faculty of Education, Okayama University
kn-affil=岡山大学学術研究院教育学域
en-keyword=外国人幼児 (foreign preschool children)
kn-keyword=外国人幼児 (foreign preschool children)
en-keyword=就学 (school enrollment)
kn-keyword=就学 (school enrollment)
en-keyword=保育士 (preschool teachers)
kn-keyword=保育士 (preschool teachers)
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=表紙・目次
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END

start-ver=1.4
cd-journal=joma
no-vol=16
cd-vols=
no-issue=
article-no=
start-page=
end-page=
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2026
dt-pub=20260328
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=岡山大学教育推進機構 教師教育開発センター紀要 第16号 全文（一括ダウンロード用）
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=
en-copyright=
kn-copyright=
END