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In order for teachers to take full advantage of the valuable experience they gain during their teachingpractice and to enable them to use it in their future careers, they must be provided with post-teachingpractice guidance. In particular, it is critical for them to take a course in practical teaching studies, whichis provided in the second semester of trainees’ fourth year as they are preparing to graduate. Thecontent of this course must be determined through discussions by the group that establishes the course,particularly with regard to the desired model of teachers and the underlying social needs. Additionally,as this would be a hands-on course, course providers should support student-led initiatives centered onactive learning. This paper gives an overview of the post-teaching practice experiences that I, the authorof this study, have had over the past few years. Furthermore, the paper covers lectures and informaltalks given by guest speakers, discussions on a set theme or topic, and simulated classes where studentsassess one another. Finally, this paper proposes the idea of organizing a field trip program for studentsto visit educational institutions in order to further enrich their course content.

In this paper, I discuss how to teach philosophy courses at university. Although there are, no doubt, many problems to be encountered in philosophy teaching, the main focus of the paper is on a course design problem for non-philosophy majors: how to design an effective philosophy course for students who have no prior background of philosophy and do not major in philosophy in the future. I survey research in higher education. Several data gained from university students suggest that students will be interested in the material of a philosophical course, if it is welldesigned.I, then, propose a framework for designing a philosophy course in the way that it is of value for students, and offers an idea of instructional design of which teachers can easily make use., 長崎大学大学教育イノベーションセンター紀要, 9, pp.17-25; 2018

In this paper, I discuss how to teach philosophy courses at university. Although there are, no doubt, many problems to be encountered in philosophy teaching, the main focus of the paper is on a course design problem for non-philosophy majors: how to design an effective philosophy course for students who have no prior background of philosophy and do not major in philosophy in the future. I survey research in higher education. Several data gained from university students suggest that students will be interested in the material of a philosophical course, if it is welldesigned.I, then, propose a framework for designing a philosophy course in the way that it is of value for students, and offers an idea of instructional design of which teachers can easily make use.

This paper reports the progress on an engineering education method based on PBL , Problem/Project Based Learning , for the 4th grader students in the department of electrical engineering of Ishikawa national college of technology . We call this engineering education method “Creative Engineering Laboratory" . In this paper, we discuss the teaching effectiveness of the in “Creative Engineering Laboratory" and effects in the case of making of the LED Cube.

In Japan, colleges and universities have undergone massive educational reform since the 1990s. By switching to active learning and activating course design, they have been training students as active and lifelong learners. In this context, college and university libraries have provided various learning support services to students and instructional support services to faculty members. To further enhance learning outcomes, these services should be integrated into both course instruction and educational reform. The purpose of this paper is to discuss how college and university libraries can actively engage in educational reform, from the perspectives of information literacy instruction and learning commons. Most libraries have provided students with information literacy instruction such as course-related instruction in the courses. Some have developed pathfinders as navigators to information resources. During the past decade, the number of learning commons has increased significantly in Japan. In learning commons, as well as physical spaces such as collaborative learning areas and work station areas, various learning support services relating to information retrieval resources and writing papers have been designed by faculty members, librarians, ICT support staff and student assistants.

The main purpose of this paper is to examine an effective way to increase student motivation in the classroom. First, this paper gives a brief introduction of the problematic English Education in Japan, and explains the importance of increasing student motivation in the classroom. Second, this paper describes and analyzes the design, implementation and the effect of an unfocused task on an English communicative class. Lastly, my conclusion suggests that increasing student motivation and participation in the class would be an effective way to enhance autonomy, which is essential for studying a foreign language.

The main purpose of this paper is to examine an effective way to increase student motivation in the classroom. First, this paper gives a brief introduction of the problematic English Education in Japan, and explains the importance of increasing student motivation in the classroom. Second, this paper describes and analyzes the design, implementation and the effect of an unfocused task on an English communicative class. Lastly, my conclusion suggests that increasing student motivation and participation in the class would be an effective way to enhance autonomy, which is essential for studying a foreign language., 長崎大学言語教育研究センター紀要, 1, pp.17-24; 2013

本稿は, 臨床検査技師として多職種連携に必要なノンテクニカルスキルを概説する．香川県立保健医療大学保健医療学部臨床検査学科の学生対象にノンテクニカルスキルを学習する新授業科目「地域チーム医療論」を紹介する．The present paper reviews the current state of nontechnical skills required for interprofessional collaboration as medical technologists. The authors have developed a new class "Community and Team Medicine" for medical technology students to learn nontechnical skills.

本稿では、大学初年次の少人数授業においてポピュラー音楽を用いたメディアリテラシー入門の試みを紹介する。現在主流のメディアリテラシー教育の考え方と、楽曲を「プライマリーテキスト」としたポピュラー音楽研究の成果をとりいれることにより、大学生にふさわしいメディアリテラシー修得に向けた動機が得られると主張したい。最後にメディアリテラシー教育の観点から望まれるポピュラー音楽研究の方向について触れる。In this paper, I propose a method to utilize pieces of popular music and their lyrics for college level media literacy education. After briefly surveying literature of Japanese popular music studies, I introduce the ideas and methods of the second level and college level media education and mainstream textbooks of ongoing popular music studies, in order to identify the points we should emphasize in interpreting popular music and its lyrics. Then I review some of my own class activities to show how collective interpretations of songs and lyrics in the classroom can be beneficial to improve students’ ability to understand media and musical art, and students' communication skills.

There are a lot of students who acquire a license of a teacher of elementary and junior high schools (Japanese and homemaking course), a special support school teacher, a nutritional teacher and a special education teacher by a teacher-training course at this university. “Comprehensive learning period” is the learning which was established by a performed curriculum guidelines revision in 1998. The form of the learning that it’s judged and a problem is settled more often in independent way found a problem personally, But as it had passed for 20 years, it started to be called like an evil of cram—free education. They were good at memorization, but children pointed out that there was a problem in the thinking power, judgement and the expressive power. Comprehensive learning period is a spiral of an investigation. The active learning by a Covid-19 pandemic is difficult. But a college student does the one how and what was learned from which in comprehensive learning period by elementary and junior high schools or what kind of experience activity and inspects the reality for whether inquiry learning has been done by this paper. And the necessity which is connected with the significance of time of the contents according to the needs and the overall learning of learning and the time to bring up the quality ability indicated by a revised curriculum guidelines revision in 2017 to a university from elementary, junior, and senior high school sounds future’s directionality by making it clear.

In this paper, possibility of university students as bearers for the daily life Support discussed through theoretical research about community welfare and community-university partnership and experiment in classification of PBL project. The analysis reveals that university students are unfit for constructing the daily life support system because of their residential area, life rhythm, activities, and so on. However, they have a potential to create and change various bonds in community by taking collaborative actions of community and university students. In this viewpoint, university students have possibilities to find new bearers of the daily life support system.

In order to develop students’ critical thinking ability, the writer introduced a methodology in the big class of the “Introduction of Philosophy A” for the first year undergraduate students. In the methodology, the writer circulated a worksheet to ask students a question, which was closely related to the dilemma that students might face very often. The students were required to write their opinions three times. The second and third ones were written in response to anonymous classmates’ opinions. In many cases, students changed their opinions after reading other students’ descriptions. Some students strengthened their own opinion after reading the similar ideas. This was the procedure to listen to others’ opinions and deepen their own thought. The writer’s role was only a facilitator to help students to think more profoundly. In this paper, I will argue the details of this methodology, students’ reactions and some problems that should be resolved., 特集論文

Moodle is a free open source software which is popularly used in education. In this paper, I report on my trial implementation of Moodle in the engineering ethics education for the first-year students at university. First, I introduce some activities of Moodle, which include feedback and choice, to implement active learning in the 2018 class of “Introduction to Environmental Ethics for Engineers”. Then, I examine current status and issues of using Moodle based on my experience. Finally, I summarize the main points made by this trial.

In 2012, the Central Education Council of Japan recommended the introduction of active-learning methods to university education. “Active learning” is a process whereby students engage in activities, such as reading, writing, discussion, or problem-solving, that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning. In this paper, the author discusses the rationale for introducing active-learning techniques to her Chinese classes at Kyushu University in 2017, and shares various student-centered classroom practices that she found useful in engaging students.

The current paper sought to analyze policy trend of Active Learning, to clarify the practical purpose and issues on Active Learning, and describe types of Active Learning in high school and junior high school. The types of Active Learning is analyzed from three perspectives of reforms including school curriculum, teaching method, and learning method. For the practice by Active Learning, it will be the key issue on which perspective is emphasized.

application/pdf, The attrition rate among college graduates in Japan during their fi rst three years of employment is increasing. The signifi cant gap between the readiness of college students and the qualities required for entering the workforce and sustaining employment is contributing to a national problem characterized by a growing number of students incapable of integrating into society. With a declining birthrate and aging population, Japan already faces an inevitable reduction in the workforce and the prospect of a shrinking economy. The population decline also means consumption is stagnating, which has caused structural changes in industries and economies resulting in further diversifi cation and mobility of labour. Lifetime job security has become a remnant of the past, as employment conditions continue to dramatically change. With human power considered to be the most important resource in Japan, declining participation among youth in the workforce is a concerning trend that may lead to lower productivity. In order to cope with these issues, it is essential to provide Japanese students with career education that enhances their qualifi cations for becoming highly capable professionals, and motivates them to enter the workforce. Today’s career education in Japan, however, has not been met with high levels of success, and often not offered as credit courses. This paper studies the collaboration of education and learning from the adaptive learning viewpoint grasping the career program as the explicit knowledge by education and the tacit knowledge by the overseas program.

In this paper, we introduce a part of our practical training programs for training on fundamental electric/electronic circuit in Faculty of Education, Niigata University. Here, simple LED based circuit including a microcontroller is utilized in the training (8 LEDs and 1 microcontroller are used). The training program is provided to the students who want to be the teachers of the course “Technology and Home Economics (Technology)” in our university. The contents of the training are related to the field “B. Technology of energy conversion” in the course, as shown in the current “The new Courses of Study for elementary and junior high schools (announced in March 2008)”.Furthermore, by executing a programming education on the microcontroller and some ingenious schemes, it can provide the students with the advanced educational effects related to “computer programming”, “collaborative learning”, and “ICT utilization in education”. Our electronic circuit training simply comprises the following four items as 1) LED circuit implementation using a breadboard, 2) LED circuit implementation on a circuit board using soldering method, 3) Programing for the microcontroller on the circuit using PC and the related devices (The 8 LEDs on the circuit can be turned on and off under complete control), and 4) Collaborative learning practice by connecting the circuits into one board and programming it collaboratively.

This paper examines English Communication classes in Japanese universities. First, a brief overview of English education in Japan is provided. This includes plans for reform, as well as information concerning the limited opportunities that Japanese students have to use English outside the classroom. Second, the writers discuss the effects that classroom size and layout, as well as the number of students in each class, have on student interaction and performance. Third, in conclusion, the writers suggest that teachers explore a taskbased approach to language teaching, as well as the use of classrooms specifically designed for an approach that emphasizes active learning., 長崎大学言語教育研究センター論集, 5, pp.51-63; 2017

There has been a growing feeling within the National Institute of Technology that students need to improve their foreign language ability due to the globalization of society. In particular, students are expected to develop their speaking skills in English, such as making presentations and discussing a wide range of topics in class. For this purpose, an increasing number of colleges have entered into academic partnership with universities overseas, encouraging students to study foreign language there. This paper reports on the four-week English language program that was originally developed for our students at Singapore Polytechnic from 26 August to 24 September 2016. This program has provided group work and experiential tours so that our students can strengthen their confidence in overcoming the language barrier. The students had several opportunities to give presentations in the lectures. To evaluate the effectiveness of the program and gather suggestions for improvement, we conducted a questionnaire with the participants. Almost all of the students were satisfied with the program. In view of the encouraging feedback, we consider this program effective in motivating students to learn English.

This paper examines English Communication classes in Japanese universities. First, a brief overview of English education in Japan is provided. This includes plans for reform, as well as information concerning the limited opportunities that Japanese students have touse English outside the classroom. Second, the writers discuss the effects that classroom size and layout, as well as the number ofstudents in each class, have on student interaction and performance. Third, in conclusion, the writers suggest that teachers explore a taskbased approach to language teaching, as well as the use of classrooms specifically designed for an approach that emphasizes active learning.

The current paper sought to analyze policy trend of Active Learning, to clarify the practical purpose and issues on Active Learning, and describe types of Active Learning in high school and junior high school. The types of Active Learning is analyzed from three perspectives of reforms including school curriculum, teaching method, and learning method. For the practice by Active Learning, it will be the key issue on which perspective is emphasized.