Journal articles: '学習支援'

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Dietrich, Albert. "学習スキルのアセスメントと学習支援." Proceedings of the Annual Convention of the Japanese Psychological Association 71 (September 18, 2007): WS025. http://dx.doi.org/10.4992/pacjpa.71.0_ws025.

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Oga-Baldwin, W. L. Quint. "Show Them How, but Don’t Intrude: Autonomy Support Promotes EFL Classroom Attendance and Achievement, Teacher Control Hinders It." Language Teacher 44, no. 3 (May 1, 2020): 3. http://dx.doi.org/10.37546/jalttlt44.3-1.

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Moving from secondary to tertiary education, students in Japan often need extra support to become accustomed to the more autonomous learning environment of university. In order to document the influence university teachers may have on this process, I investigated how teachers support or thwart students’ autonomy, and the effects of these practices on attendance and achievement. 250 students from 4 universities completed surveys on their instructors’ teaching styles. Students who perceived more support from their teachers showed higher attendance and achievement, while students who perceived more intrusive teaching had lower attendance and course grades. Implications for teaching at the university level are discussed. 中等教育から高等教育へ移る中で、学生は、より自律した学習環境に慣れる為のサポートがしばしば必要になる。この論文では、大学教員の学生に対する自律の支援または自律へのお節介な介入が出席率や学習達成度に及ぼす影響を検討するため、四校の大学から250名の学生を調査し、教員による自律への支援・介入の授業スタイルについてアンケートを実施した。アンケートの結果、自律支援が学生の出席率と学習達成度を高める一方、自律への介入を感じた学生は出席率と学習達成度が低くなったことがわかった。この調査結果がもたらす高等教育現場への影響を論じる。

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Moriya, Ryota, Andrew Reimann, Shoko Moriya, and Ryoko Sato. "Improving Accessibility: Developing Learner Agency." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 84. http://dx.doi.org/10.37546/jaltpcp2019-11.

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As classrooms become more diverse, the understanding of learner needs has evolved to include both visible and invisible needs. Traditionally, reasonable accommodation has been limited to supporting students with physical or cognitive requirements. This has evolved to include support for social, psychological, emotional, and even economic difficulties. Resources and institutional support remain underfunded and underdeveloped; it is therefore paramount that teachers are able to diagnose, communicate, and empathize with students who are displaying a wider range of learning needs and difficulties than ever before. Through such teacher awareness raising, we can provide scaffolding for our students and empower them to be successful. The field reports, analysis, and examples described in this study demonstrate how diverse learner needs can be better accommodated by helping learners choose or develop better learning environments for themselves. The objectives of this study were to raise awareness of diverse learner needs and share potential coping strategies. 教室における多様化が進むにつれ、学習者のニーズも、可視化された違いだけでなく不可視化された違いも含み、その対象を拡大してきた。合理的配慮も、社会的、精神的、そして経済的な学習困難を対象とする考え方に転換しつつある。一方で、学習資源と教育機関の支援は未だ発展途上にある。したがって、教師が様々な困難を抱える学習者のニーズを把握し、支援をすることがこれまで以上に求められている。このような認識の転換により、教育者は多様な学習者に学びの場を提供し、学習者の学習意欲を醸成することができる。本稿は、様々な事例の分析を通して、学習者自身が学習環境の向上に取り組むことを支援することが、どのように学習者の多様なニーズの充足に結び付くのかについて明らかにする。本稿が、学習者ニーズの認識を拡大し、教育的戦略の一つのモデルを提示し、言語教育に示唆を与えるものとなることを願う。

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Yabukoshi, Tomoko, and Kazue Kato. "Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom." Language Teacher 41, no. 5 (September 1, 2017): 3. http://dx.doi.org/10.37546/jalttlt41.5-1.

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This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English proficiency test scores and evaluation sheets recorded by their teachers were also collected. Analyses of the data showed that: (1) the program had positive impacts on out-of-class learning, such as increasing student motivation, clarifying learning goals, increasing study time, and improving English proficiency; and (2) the students were likely to have difficulties following their study plans when they had less contact with their teachers and classmates. 外国語教育では様々な自律学習支援が教員によって実施されている。本論では日本人EFL大学生23名を対象とした教室外での自律学習支援プログラムの有効性を調査した。プログラムでは先行研究に基づいて、(A)英語学習方略の紹介、(B)学習目標の設定、(C)学習計画の作成、(D)学習の反省と自己評価、(E)教員によるフィードバックの5つの活動を実践した。プログラム終了後、参加者に質問紙を配布し、各活動の有用性や自身の自律学習の変化について尋ねた。さらに教員による学習者評価シートや英語能力テストスコアのデータも収集した。分析の結果、本プログラムの有効性として、参加者の学習意欲の向上、学習目標の明確化、学習時間の増加、英語能力の向上が示唆された。一方、計画的学習の遂行は、教員やクラスメートとの接触が少ない時期に計画の遂行度が低いことが確認された。

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Ohashi, et al, Louise. "Teachers as Self-Directed Learning Guides." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 259. http://dx.doi.org/10.37546/jaltpcp2020-32.

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This article reports on research and teaching methods related to self-directed learning (SDL) that were presented by four SDL teachers in a forum at JALT2020. There is growing interest in the role teachers and institutions can play in fostering learner autonomy (Blidi, 2017; Lai, 2017; Murray, 2014; Ohashi, 2018, 2019). This article addresses the need for greater transparency in the practical aspects of aiding students to take charge of their learning within and beyond classrooms. It shows different ways each author approached the same SDL course that they taught at a university in Tokyo, by introducing language learning histories, future self exploration, planning-action-reflection cycles, negotiated goal contracts, learning logs, and asynchronous peer interaction. Through sharing their experiences, insights, and research outcomes, the authors hope to contribute knowledge of practical ways in which SDL can be approached by teachers and institutions. 本稿では、自己主導型学習（self-directed learning、以下SDL）の授業を担当する4名の教師がJALT2020のフォーラムで発表したSDLに関する研究と教授方法を報告する。学習者の自律性の育成において、教師や教育機関が果たせる役割への関心が高まっている（Blidi, 2017; Lai, 2017; Murray, 2014; Ohashi, 2018, 2019）。本稿は、学生が授業内外で学習に主体的に取り組むための実践的な支援方法の透明性を高めるニーズに応える。著者らは東京の同じ大学で同一科目SDLを担当し、それぞれが言語学習ヒストリー、将来の自分探し、計画―実行―省察サイクル、交渉した目標の契約、学習ログ、非同期ピア・インタラクションという異なるアプローチを実践した。本稿ではこれらの経験、洞察、研究成果を共有し、教師や教育機関によるSDL支援方法に関する知見を提供する。

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Young, Davey. "Providing Reasonable Accommodations for EFL Students with Disabilities in Higher Education in Japan." Language Teacher 43, no. 5 (September 1, 2019): 9. http://dx.doi.org/10.37546/jalttlt43.5-2.

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As more and more students with disabilities (SWDs) are identified in postsecondary education in Japan, there is an increasing need for English language teachers, program administrators, and curriculum designers to create inclusive learning environments that provide reasonable accommodations for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, reviews approaches to systematizing support for SWDs within language departments, and outlines the challenges tertiary EFL program administrators and teachers are likely to face in providing such support. The paper concludes with a call for language educators to actively destigmatize disabilities in the classroom, as well as to continue bridging the gap between language teaching and special education through research and resource sharing. 日本の中等教育後の教育において，障がいのある学生（SWDs）が徐々に認められつつある中，英語教育者，プログラム管理者，カリキュラムデザイナーが，そのような学生に合理的な学びの場を提供することのできる包括的な学習環境をつくるニーズが高まっている。この論文は，日本の高等教育機関の現在のSWDsの状況の概要を述べた後，言語学部内でSWDs支援のシステム化を行うための様々なアプローチを提案し，また、そのような支援を提供する中で第三期のEFLプログラム管理者と教員が直面する可能性が高いと思われる課題をまとめている。この論文は、言語教育者が教室における障がいという汚名を積極的に返上することと，研究と情報共有を通して，言語教育と特別支援教育の間の橋渡しを続けるよう呼びかけ，締めくくりとする。

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Siegler, Robert S. "子どもの学びを促す学習支援のための研究のあり方." Proceedings of the Annual Convention of the Japanese Psychological Association 73 (August 26, 2009): S004. http://dx.doi.org/10.4992/pacjpa.73.0_s004.

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Gibbon, Ben, and Yuya Nakagawa. "Repurposing EFL Professional Development Frameworks for Students-Use; Releasing Responsibility for Learner Self-Reflection, Agency, and Metacognition." Nagoya JALT Journal 2, no. 1 (June 26, 2021): 15–52. http://dx.doi.org/10.37546/jaltchap.nagoya2.1-2.

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The quantitative case study investigates whether Freeman’s (1989) K.A.S.A teacher framework is effective when adjusted for student use during self-reflection tasks. The potential of this teaching method to improve learner study skills, namely to scaffold learner autonomy, will be considered. This paper offered a framework to 30 students as an autonomous self-assessment task, their answers were analysed using KH Coder 3, a text-mining software, to quantitatively identify clusters of lexemes expressed by participants to determine whether they had cited the framework’s dimensions of knowledge, attitude, skills, and awareness. A notable observation is that students demonstrated agency through complex metacognitive engagement with the reflection tool, evidenced by clear proximities co-occurring between awareness and skills. Word-trees were mapped to further assist the exploration of co-occurring themes and implicated that this tool may aid students with the process of identifying personal skill proficiencies; potentially assisting learners to map their learning experiences with more nuance. 本研究は、教師が成長し続けるためにFreeman (1989) が提唱した内省の道具立てK.A.S.A.フレームワークを学生に援用し、その有効性を定量的に探索した事例の1つである。提案する内省方法が、学習を向上させる可能性、言い換えると、学習者の自立性を育むための足場となり得るかを検証した。本論文では、30名の学生が自立を促すタスクとしてK.A.S.A.フレームワークを活用した自己評価を行い、記述された回答をテキストマイニングのフリーソフトウェアKH Coder3を用いて分析し、「知識」、「態度」、「技能」、「意識」の各側面から、内省する際にどのような割合で言及しているかどうか、定量的に回答で用いられた表現における語彙のクラスターを確認した。その結果、意識と技能の間に明確な近接性があり、参加した学生はK.A.S.A.フレームワークをツールにして内省する際、メタ認知能力を駆使して主体的に取り組みをしていることがわかった。さらに、共起語を探るために作図された共起ネットワークによって、K.A.S.A.フレームワークは、自身の技能における習熟度を学生が特定する過程を支援する可能性や自身の学んだ経験をより綿密に位置付けるのに役立つ可能性があることが示唆された。

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Jerrems, Michelle, and Lorna Sachie Asami. "Diversity and Motivation in a Small School: Positioning Self-Access Learning." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 67. http://dx.doi.org/10.37546/jaltpcp2018-09.

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Kanda Jogakuen is a private junior and senior high school for girls that has attracted a diverse student body with a wide range of academic abilities. The structure of the institution, program, and curriculum has had different influences on motivation. The various challenges in enhancing the students’ motivation and academic ability led to the establishment of the Kanda Self-Access Learning Center (K-SALC). The center was designed to be a tool to help students foster autonomy and meet a variety of students’ needs and goals. In this paper we describe ongoing efforts by teachers at Kanda Jogakuen to better support a diverse group of students in a small school context, particularly focusing on the operation of the K-SALC. The paper gives an account of the establishment of the center and ongoing efforts to evaluate its effectiveness and improve it. 神田女学園は中高一貫の私立女子校で、幅広い学力を持った生徒に対応してきた。学校の体制、プログラム、およびカリキュラムは、生徒の学習意欲にさまざまな影響を与えている。生徒の学習意欲と学力を育成する上での様々な課題が、神田女学園のセルフ・アクセス・ラーニング・センター（K-SALC）の設立につながった。このセンターは、生徒の自律性を育て、多様な生徒のニーズや目標を達成するためのツールとなるように設計された。本稿では、特にK-SALCの運営に焦点を当てながら、神田女学園の教師が小規模な学校環境の中でどのようにしたら多様な生徒集団をもっとよく支援できるかを調査し、センターの設立と、その有効性を評価し改善するために継続的に行っている取り組みについて説明する。

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Lie, Mebbie Haouk, Kadek Eva Krishna Adnyani, and I. Wayan Sadyana. "PENGEMBANGAN MEDIA PEMBELAJARAN POP-UP BOOK DALAM PEMBELAJARAN KOSAKATA DASAR BAHASA JEPANG BAGI SISWA SD MUTIARA SINGARAJA." Jurnal Pendidikan Bahasa Jepang Undiksha 5, no. 2 (November 26, 2019): 114. http://dx.doi.org/10.23887/jpbj.v5i2.18688.

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Tujuan Tujuan penelitian ini adalah menghasilkan media pembelajaran yang interaktif untuk memudahkan siswa dalam mempelajari kosakata bahasa Jepang dasar di SD Mutiara Singaraja. Model pengembangan yang digunakan dalam penelitian ini adalah ADDIE (Analysis-Design-Develop- Implement-Evaluate). Dalam penelitian ini, digunakan metode (1) observasi lapangan, (2) wawancara, dan (3) kuesioner berupa angket uji ahli (uji ahli isi, uji ahli desain dan uji ahli kelayakan) untuk membantu proses pengembangan dan perbaikan produk. Berdasarkan angket uji ahli, persentase total skor untuk uji ahli isi adalah 81,3 dengan kualifikasi ‘baik’; pada angket uji ahli desain persentase total skor adalah 99 dengan kualifikasi ‘sangat baik’; dan pada angket uji kelayakan, persentase total skor adalah 95,72 dengan kualifikasi ‘sangat baik’. Dengan demikian berdasarkan hasil analisis data tersebut dapat disimpulkan bahwa pengembangan pop-up book bagi siswa SD Mutiara Singaraja sudah memiliki usability yang sangat baik dan siap digunakan untuk membantu siswa dalam memahami kosakata bahasa Jepang dasar secara interaktif.Kata Kunci : Pengambangan Media, Pop-up Book, Media Pembelajaran, Kosakata dasar bahasa Jepang. 本研究の目的は、ムティアラシンガラジャ小学校で基本的な日本語の単語を学習するのを容易にするための双方向学習教材の作成である。研究で使用した開発モデルはADDIE (分析、設計、開発、実装、評価)である。本研究で用いるデータは、 (1）授業観察、 (2）インタビュー、 (3）専門家への質疑アンケート(含量、デザイン、実現可能性検討）により収集し、それを製品開発と改善過程を支援するために使用した。専門家へのアンケートの結果、含量の資格が「良い」、総点は8.13 点であり、デザイン専門家のアンケートでは資格が「非常に良い」、総点は99 点であった。それに、実現可能性アンケートでは資格が「非常に良い」、総点は95.72 点であった。データ分析の結果として、ポップアップブックはムティアラシンガラジャ小学校にとって良い使いやすさを持ち、対話式に日本語の単語を覚えるように適用されてます。keyword : メディア開発、ポップアップブック、学習メディア、日本語基礎語彙。

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Tanaka, Kathryn, Robert Sheridan, Daniel Tang, and Jeanette Kobayashi. "Bridging Pedagogical Gaps with Learner Agency." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 115. http://dx.doi.org/10.37546/jaltpcp2019-15.

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Currently, many educators in Japan seek student-centered approaches to language learning. Yet, the ways these pedagogies are understood and implemented remain uneven, and there is little research to support effective methods. Here, the researchers examine Japanese EFL university students’ attitudes towards student-centered learning. We elucidate how student perceptions of their language gains change when teachers, students themselves, or their peers are responsible for the preparation and teaching of lessons and material. Researchers had students from four classes teach lessons individually, in pairs, or in groups. Students designed and taught lessons based on articles from the teacher. The four groups completed surveys with quantitative aspects. After the study, follow-up questionnaires provided deeper insight into the results which point to a significant difference in answers for self- and peer-led lessons and also demonstrate that the significance of the results varied based on whether student-taught lessons were led by pairs, groups, or individuals. 現在、日本の多くの教育者が、言語学習における学生主体のアプローチを求めている。しかし、このような教授法への理解と実践は一様ではなく、効果的な方法を支援する研究も少ない。本研究は、日本人EFL大学生を対象に、学生主体の学習への態度を調査し、教師、学生自身、クラスメイトが授業の準備と指導に関与することで、学生の言語獲得に対する認識がどう変化するかを明らかにした。四クラスの学生が個人、ペア、グループで授業を行い、学生は、教師から与えられた記事を元に、授業の構成を考え、実施し、定量形式のアンケートに回答した。調査後、フォローアップアンケートにより、定量的結果についてより深い洞察が得られた。学生が個人で教える場合とペアになって教える場合では回答に大きな違いがあり、また、学生による授業がペア、グループ、個人のいずれによって行われたかにより結果の有意性が異なることが示された。

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MORITA, Eisuke, and Yoshihiro NIITSU. "Learning Support System to Improve of Study Efficiency by Using Learning Support Information Database." Journal of JSEE 61, no. 4 (2013): 4_18–4_23. http://dx.doi.org/10.4307/jsee.61.4_18.

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Strong, Gregory. "EAP as a Bridge to EMI: Learning from the UK." Language Teacher 43, no. 6 (November 1, 2019): 3. http://dx.doi.org/10.37546/jalttlt43.6-2.

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Japanese universities are increasing their course offerings through English-medium instruction (EMI) and even full-degree English-taught programs (ETP), but language proficiency and the integration of language support courses and EMI classes remain challenges. English for academic purposes (EAP) courses might be used as a bridge to EMI coursework just as they assist international students coming to study in the UK. UK EAP programs are explored through statistics on international students, a description of testing and degree entry language requirements, and semi-structured interviews with 10 EAP program directors and course leaders who outline program funding and autonomy; program perception by university communities; teachers, course materials, goals, and objectives; program and teacher evaluation; teacher support and faculty development. 日本の大学では、教授言語としての英語（EMI: English as a Medium for Instruction）の授業や、すべての単位を英語で修得するプログラム（ETP: English-Taught Programs）が増えてきているので、英語能力測定試験や学術目的のための英語（EAP: English for Academic Purposes）を大学の入学試験に利用するという、より伝統的なアプローチを考察することは有益である。英国におけるEAPプログラムが、そのモデルとして役立つと思われる。本論では、EAPプログラムを次の点から考察する。まず、英国における留学生の試験や入学要件の統計について述べる。次に、プログラムディレクターやコースリーダーとの（臨機応変に質問を変える）半構造化面接のデータについて述べる。前述の両者は、プログラムの資金と自治、大学コミュニティーによるプログラムの認知、教員・教科書・目的、プログラムと教員の評価、教員支援と専門能力の育成などを意図する。さらに、日本の学習課程が本アプローチを採用する方法を探るための提案を行う。

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Miyagoshi, Takashi, Hideo Matsuda, Shingo Azuma, and Yoshio Nakashima. "An application for learning logic circuits." IEEJ Transactions on Fundamentals and Materials 121, no. 1 (2001): 78–79. http://dx.doi.org/10.1541/ieejfms1990.121.1_78.

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Ueda, Kouhei, Mitsuo Takeshita, and Toshiro Noritsugu. "A study of supporting method in coaching system for skill." Proceedings of Conference of Chugoku-Shikoku Branch 2002.40 (2002): 403–4. http://dx.doi.org/10.1299/jsmecs.2002.40.403.

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Ueda, Kouhei, Mitsuo Takeshita, and Toshiro Noritsugu. "1120 Evaluation of Learning with Skill Coaching System." Proceedings of Conference of Chugoku-Shikoku Branch 2001.39 (2001): 429–30. http://dx.doi.org/10.1299/jsmecs.2001.39.429.

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Sugimoto, Sayaka. "Students’ Experience of English Medium Instruction Classes in Medical School in Japan." JALT Journal 43, no. 1 (May 1, 2021): 33. http://dx.doi.org/10.37546/jaltjj43.1-2.

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In the last few decades, the number of universities offering English medium instruction (EMI) in Japan has increased rapidly. Yet, studies on the EMI experiences of Japanese university students are limited in number. Few studies have examined the EMI experiences of students in medical school, who tend to have high English proficiency given the intense preparation required for the entrance exam. To fill this knowledge gap, I investigated medical students’ views on their experiences of elective medical and non-medical EMI courses that they were required to take. An analysis of 93 survey and 7 interview responses revealed that the majority of them found the level of their EMI classes to be reasonable, while approximately 30% found it to be difficult, especially in terms of speaking, listening, and vocabulary. Most of the students who experienced these problems did not do anything to solve them, revealing the presence of unmet support needs. ここ数十年間の日本のEMI（英語による専門科目の授業）の増加は著しい。一方、EMIの急速な普及により実践が研究を先回っている現状があり、日本人の大学生のEMI経験を深く調査した研究は少ない。例えば、入試への集中的な準備期間により比較的英語能力の高い医学部生のEMI経験を調査した研究は稀である。この知識の欠落を埋めることに貢献するため、本研究では93名分の質問紙調査の結果と7名分のインタビュー調査の結果を用いて、日本の医学部生のEMIの授業における経験を調査分析した。結果、回答者のうち大多数の学生が授業レベルを丁度よいと評価し、極めて困難であると評価した学生は３割程度であった。困難を感じた学生は特にスピーキング、リスニング、語彙の側面を困難であると評価している。困難を経験した学生の多くは問題を解決するために何もしなかったと回答しており、少数派ながら一定の学生の満たされていない学習支援ニーズの存在が明らかになった。

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Falout, Joseph. "Strategies for teacher motivation." Language Teacher 34, no. 6 (November 1, 2010): 27. http://dx.doi.org/10.37546/jalttlt34.6-4.

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Many teachers of a foreign language (FL) may face struggles particular to their situations working abroad and become demotivated in their careers. Without easy access to support services, they may be susceptible to emotional exhaustion, depersonalization, and a sense of low personal accomplishment.This paper outlines processes by which teachers can regain and maintain their motivation by practical steps founded on three principles—managing emotions, joining communities, and boosting efficacy. FL teachers can generate agentive thinking and pathway thinking for their own remotivation, promoting proactive step-taking toward preferred futures for their students, colleagues, and themselves. 外国語教師は外国での勤務という特殊事情に起因する様々な状況から物事への意欲の減退や喪失に直面することがある。支援を容易に受けられない環境下では感情の枯渇、社会からの孤立、達成感の低下に陥りやすくなる。本稿では外国語教師が実践できる意欲の回復と維持方法に関して、感情の制御、コミュニティへの参加、自己認識能力の向上という3原則に基づいて段階ごとに説明する。そして、主体的考え方と方向性を見出す考え方を発達させることで、教師が接する学習者、同僚、そして自分自身が望む将来のあり方へ積極的に前進していく方法を提言する。

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Tahira, Masumi. "Behind MEXT's new Course of Study Guidelines." Language Teacher 36, no. 3 (May 1, 2012): 3. http://dx.doi.org/10.37546/jalttlt36.3-1.

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The new Course of Study Guidelinesof the Ministry of Education, Culture, Sports, Science and Technologyof Japan (MEXT) started to be implemented in stages in 2011. This paper reviews how MEXT’s policies for English education have changed and examines how the Ministry has attempted to implement communicative approaches over the last two decades.However, Communicative Language Teaching (CLT)isnot well rooted in Japan, so teachers do not fully understand it and are not confident about using CLT. This is the result of the lack of commitment by MEXT, which has led to ambiguity about CLT itself. This lack of commitment hampers the achievement of its ultimate goal of improving Japanese students’ English proficiency.MEXT must provide greater support for teachers by clarifying its advocated principles and providing ongoing training opportunities. 新学習指導要領が2011年から順次実施されている。本論では、文部科学省による日本の英語教育方針の変遷を振り返り、過去20年間にわたるコミュニカティブ・ランゲージ・ティーチング（CLT）導入の取り組みについて考察する。CLTはまだ日本の教育現場に十分根づいておらず、教師側のCLTへの理解、CLT実践への自信も十分とはいえない。これは、これまで同省がどのような教え方をするべきかについて曖昧さを残したままにしてきたことの結果でもあり、日本人生徒の英語力を向上させるという最終目標を阻害するものとなっている。同省は、自ら推し進める理念を具体的に示し、継続的な研修機会を提供して教師支援をさらに行うべきである。

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Tsukamoto, Mitsuru, Shinsuke Matsumura, Masao Takegawa, Ryoko Kobayashi, and Hiroyuki Inoue. "Environmental Learning Support System with Collaborative Learning." IEEJ Transactions on Electronics, Information and Systems 120, no. 6 (2000): 895–96. http://dx.doi.org/10.1541/ieejeiss1987.120.6_895.

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OBAYASHI, Fumiaki, Atsumu YAMAMOTO, Kyoko ITO, Hiroshi SHIMODA, and Hidekazu YOSHIKAWA. "A Field Experiment of Energy Education using Integrative Learning Support System." Transactions of the Atomic Energy Society of Japan 1, no. 3 (2002): 253–62. http://dx.doi.org/10.3327/taesj2002.1.253.

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KATO, Masahiro, and Hiroshi IGARASHI. "2P1-N09 Evaluating of Neural Network Learning Accuracy with Force Feedback Assist." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2015 (2015): _2P1—N09_1—_2P1—N09_2. http://dx.doi.org/10.1299/jsmermd.2015._2p1-n09_1.

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SUNAYAMA, Wataru, Takashi ATSUMI, Kazunori NISHIMURA, and Kayo KAWAMOTO. "Learning Support Environment by On-Line Competition Quiz System." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 26, no. 2 (2014): 637–46. http://dx.doi.org/10.3156/jsoft.26.637.

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HAN, Yi, and Tetsutaro HOSHI. "A self-learning diagnosis system for grinding vibration." Transactions of the Japan Society of Mechanical Engineers Series C 57, no. 535 (1991): 1008–12. http://dx.doi.org/10.1299/kikaic.57.1008.

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Sengoku, Yasuo, and Takeo Nomura. "Effect of a computer-assisted swimming instruction program on children's learning motivation and learning strategy." Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences) 52, no. 2 (2007): 161–71. http://dx.doi.org/10.5432/jjpehss.9.

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KANO, Atsushi, and Nanami NAGATANI. "Development of Computer Aided Instruction Software for Agricultural Studies." Journal of Agricultural Meteorology 49, no. 1 (1993): 35–39. http://dx.doi.org/10.2480/agrmet.49.35.

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Ohchi, Masashi, Noriyuki Aoki, Tatsuya Furukawa, and Kanta Takayama. "Development of Educational Support System for Algorithm using Flowchart." IEEJ Transactions on Fundamentals and Materials 126, no. 12 (2006): 1199–204. http://dx.doi.org/10.1541/ieejfms.126.1199.

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Ogure, Takuya, Hidemitsu Hanafusa, and Kazuo Furuta. "CAI System for Inheritance of Maintenance Expertise." Transactions of the Japanese Society for Artificial Intelligence 16, no. 6 (2001): 531–38. http://dx.doi.org/10.1527/tjsai.16.531.

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Saito, Yukie. "「英語の授業は英語で」に関する高校教師の認知調査と授業実践 • High School Teachers’ Cognition of the Policy of “English Classes in English,” and Their Classroom Practice." Language Teacher 41, no. 1 (January 1, 2017): 3. http://dx.doi.org/10.37546/jalttlt41.1-1.

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2012年4月から実施の現行学習指導要領には高校の英語に関して、クラスを実際のコミュニケーションの場にするために、英語のクラスは英語で行われるべきであると明記されている。高校教師の「英語の授業は英語で」行う方針に対しての認知、授業実践、また教師の認知と授業実践に影響を与えている要因に関して調査をするために、2015年度に3人の高校英語教師へのインタビューとその教師が担当する授業見学を行った。Borg (2006)の言語教師の枠組みを参考に分析したインタビュー結果によると、教師のTEFLやTESOLコースへの参加経験、同僚との支援体制、また生徒の英語で行われる英語の授業への肯定的な反応などが、教師の認知と授業実践に影響を与えていることがわかった。授業見学データは教師がどれくらい英語と日本語を使っているか、またいつ英語と日本語を使っているかという視点で分析した。結果、英語と日本語使用の程度は、各教師によって異なっていることがわかった。インタビューと授業見学から、大学入試が教師の認知と授業実践に著しく影響を与えていることが浮き彫りとなった。 The MEXT Course of Study for senior high school, enacted in April 2012, states that English classes are to be conducted in English to transform classes into locations of real communication. To investigate teachers’ cognition of the policy of “English classes in English,” their classroom practice, and factors affecting their cognition and classroom practice, I interviewed and conducted classroom observations of three senior high school teachers during the 2015 academic year. Drawing on Borg’s 2006 framework of elements and processes in language teacher cognition, the analysis of interview data shows that teachers’ professional experience of taking part in TEFL or TESOL courses, support from co-teachers, and their students’ positive responses to the classes affected the teachers’ cognition and classroom practice. Classroom observation data were analyzed in terms of when and how much the teachers use English and Japanese. The findings show that the extent to which English and Japanese were used varied depending on each teacher. From both the interviews and the observations, it was found that the presence of entrance examinations affected the teachers’ cognition and classroom practices significantly.

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KAWAKAMI, Takashi, Hiromu HASHIMOTO, Ryosuke OOE, Akihiro KIKUCHI, and Hiroyuki HORIKOSHI. "Computer-Aided Diagnosis Support Systems for Medical Images by Deep Learning." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2017 (2017): 2P2—E03. http://dx.doi.org/10.1299/jsmermd.2017.2p2-e03.

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HONJOU, Naoki, Tadao ISAKA, Takashi MITSUDA, and Sadao KAWAMURA. "447 Development of Sports Skill Learning Support System using HMD." Proceedings of the Dynamics & Design Conference 2003 (2003): _447–1_—_447–5_. http://dx.doi.org/10.1299/jsmedmc.2003._447-1_.

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YOSHIDA, Ryuichi, Tsugunosuke SAKAI, Haruya TAMAKI, Takeki OGITSU, Hiroshi TAKEMURA, Hiroshi MIZOGUCHI, Machi SAITO, et al. "1A1-W05 Immersive Learning System for Learning within Museum." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2015 (2015): _1A1—W05_1—_1A1—W05_2. http://dx.doi.org/10.1299/jsmermd.2015._1a1-w05_1.

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Kobayakawa, Mayumi. "Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing." JALT Journal 33, no. 1 (May 1, 2011): 27. http://dx.doi.org/10.37546/jaltjj33.1-2.

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A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。

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YUZAWA, MASAMICHI, MIHO TAKAHASHI, AYA IKETANI, MIKI YUZAWA, MITUSKO MURAYAMA, and MIHO KURODA. "How to Provide Learning and Supports for Persons With Developmental Disorders to Get Work:." Annual Report of Educational Psychology in Japan 55 (2016): 295–303. http://dx.doi.org/10.5926/arepj.55.295.

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UEKI, RIE, SACHIKO KIYOKAWA, TAKUMI IWAO, and SHINICHI ICHIKAWA. "Supports for Self-Regulated Activity in Theme-Oriented Study." Japanese Journal of Educational Psychology 50, no. 1 (2002): 92–102. http://dx.doi.org/10.5926/jjep1953.50.1_92.

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TAKESHITA, Mitsuo, Kouhei UEDA, and Toshiro NORITSUGU. "Evaluation of the Skill Acquisition in the Coaching System for Skill." Transactions of the Japan Society of Mechanical Engineers Series C 69, no. 688 (2003): 3343–49. http://dx.doi.org/10.1299/kikaic.69.3343.

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Kojiri, Tomoko, and Toyohide Watanabe. "Collaborative Learning Environment Associated with Teacher-oriented Mechanism." IEEJ Transactions on Electronics, Information and Systems 120, no. 12 (2000): 1894–904. http://dx.doi.org/10.1541/ieejeiss1987.120.12_1894.

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Kobayashi, Ryoko, Yoko Kawai, and Mitsuru Tsukamoto. "A Learning System for Support of Detecting Errors." IEEJ Transactions on Electronics, Information and Systems 115, no. 2 (1995): 335–36. http://dx.doi.org/10.1541/ieejeiss1987.115.2_335.

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KANEHIRA, Ren, and Kazinori KAWAGUCHI. "J2410404 Learning-Training System for Medical Equipment Operation." Proceedings of Mechanical Engineering Congress, Japan 2015 (2015): _J2410404——_J2410404—. http://dx.doi.org/10.1299/jsmemecj.2015._j2410404-.

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HORIGUCHI, Tomoya, and Tsukasa HIRASHIMA. "Robust Simulator for Error-Visualization in Assisting Learning Science." Transactions of the Japanese Society for Artificial Intelligence 21 (2006): 514–25. http://dx.doi.org/10.1527/tjsai.21.514.

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SUGIYAMA, Hisako. "A solution to help learners conduct on-line literature searches for reference books." Igaku Toshokan 51, no. 2 (2004): 152–57. http://dx.doi.org/10.7142/igakutoshokan.51.152.

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SAITO, Jun-ichi, Shizumasa OKUDAIRA, Masakatsu NAKANO, Yosuke SANBAYASHI, Takanobu TAMIYA, and Naoki FUKAYA. "A Proposal of the Learning Support System with Students of the Upper-grades for Students of the Lower-grades." Journal of JSEE 62, no. 6 (2014): 6_93–6_97. http://dx.doi.org/10.4307/jsee.62.6_93.

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Miyagoshi, Takashi, Koji Okino, and Masato Tajima. "An Improved Educational Support System for NAND-Based Logic Circuits." IEEJ Transactions on Fundamentals and Materials 130, no. 3 (2010): 227–31. http://dx.doi.org/10.1541/ieejfms.130.227.

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HIROKAWA, Masakazu, and Kenji SUZUKI. "2A2-F25 Coaching to Assist a Behavior Learning of the Robot by using a Transmissive Interface." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2010 (2010): _2A2—F25_1—_2A2—F25_2. http://dx.doi.org/10.1299/jsmermd.2010._2a2-f25_1.

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Kim, Euijin, Toshiyuki Sugawara, and Hyejin Kim. "A Proposal of the Paperless Korean Learning Support System Using the Bluetooth and Android Devices." IEEJ Transactions on Electronics, Information and Systems 133, no. 4 (2013): 816–17. http://dx.doi.org/10.1541/ieejeiss.133.816.

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Kim, Euijin. "Network Environment of the Learning Support System using a Tree-type Bluetooth Network." IEEJ Transactions on Electronics, Information and Systems 134, no. 11 (2014): 1764–65. http://dx.doi.org/10.1541/ieejeiss.134.1764.

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Kashihara, Akihiro, Ryoichi Suzuki, Shinobu Hasegawa, and Jun'ichi Toyoda. "A Learner-Centered Navigation Planning with Web-based Learning Resources." Transactions of the Japanese Society for Artificial Intelligence 17, no. 4 (2002): 510–20. http://dx.doi.org/10.1527/tjsai.17.510.

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KUNICHIKA, Hidenobu, Mizuki MATSUDA, Tsukasa HIRASHIMA, and Akira TAKEUCHI. "An Inquiry Based Learning Environment Supporting Reconstruction of Web Learning Materials." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 18, no. 2 (2006): 310–18. http://dx.doi.org/10.3156/jsoft.18.310.

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MAEDA, Yoichiro, and Satoshi HANAKA. "Behavior Acquisition Supporting Method Used Shaping Reinforcement Learning for Autonomous Agent." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 21, no. 5 (2009): 722–33. http://dx.doi.org/10.3156/jsoft.21.722.

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TOBITA, Hiroki, Masahito NAGAMORI, Hitoshi MIYAKE, and Koiciro NAKAMURA. "Individualized Learning Process Composition Support System for IT Education of Students with Developmental Disorder." Proceedings of Conference of Hokuriku-Shinetsu Branch 2017.54 (2017): F033. http://dx.doi.org/10.1299/jsmehs.2017.54.f033.

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Journal articles on the topic '学習支援'

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