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アドゥアヨムアヘゴ（日本語教育研究者）と和田（マンガ家）は、ケースメソッド授業というディスカッション授業において用いられるケース教材（主に問題発生状況が描かれた事例）の読解にかかる日本語学習者の負担を軽減させるために、ケース教材のマンガ化を共同で行っている。本研究では、マンガ化の過程のうち、プロット制作段階における和田の留意点を明らかにすることにより、日本語教育におけるマンガ教材制作に関する示唆を得ることを目的とした。まず、ケース教材を段落ごとにタイトル付けし、プロットのタイトルと比較して変更点を確認した後、プロット検討会議の文字化資料をもとに、変更点の理由・留意点を和田が分析・考察した。その結果、１）最初に主人公のキャラクターを示す、２）回想より会話を増やす、３）メインキャラクターを追加する、４）情報量を調整する、という四点が明らかになった。これらは、マンガの内容や重要ポイント、時系列を分かりやすくし、メリハリをつけてテンポよく読みやすくするための工夫であった。マンガ教材制作時には、まずこの四点に留意しながら、プロット制作を慎重に行う必要があるといえる。

The purposes of this paper are: to measure educational effects of a case method for teaching city sustainability based on questionnaire surveys that were conducted before and after the educational workshop at Ogaki Kita Senior High School in 2016, 2017 and 2018 respectively; to discuss methods and contents of sustainability education; and to propose some suggestions for their improvement. Students were required to depict causal diagrams, carry out analyses on the diagrams and make a decision on the choice of future scenarios from the viewpoint of the protagonist in a case story. Conducting comparative analyses between exante and ex-post questionnaire surveys, we found some important negative educational effects. The negative educational effects were observed with 5% statistical significance. More students denied the following correct statements after the workshop: 1） We cannot ignore the total impact of world cities on the global environment; 2） City sustainability does not mean that a target individual city sustains itself, but that it needs to make contributions to humankind’s sustainability on Earth; and 3） We have to accept the diversity of cities as long as they contribute to humankind’s sustainability. In addition, correlations among the three negative understandings grew higher after the workshop, although the values were not high. These three points might interact with one another partly through the workshop. Considering the results, we need to improve the contents of the teaching case.

The main goal of this study is to develop the "Case-Method." It helps our students to attain the ability to solve actual cases in the schools. Furthermore, "To Give the Most Suitable Solution to each Cases" is one of the most important ability as a teacher. Although there is a gap between ideal schools and the actual schools, it will be filled up by our "Case-Method." Also, through group discussions and our instructions, they obtain the ability to judge the root cause of the cases. Then, the experience of "doing" through the field method and the experience of "thinking" through the "Case-Method" should be complementary to each other. Therefore, our conclusion is that the ability as a teacher is equipped through these experiences.

The Minamata disease incident was used in an engineering ethics course for the third-year students in Department of Materials Science and Engineering, University of Fukui. It was found that the Minamata disease incident is an excellent teaching material for the engineering ethics. education, especially for the students studying in the chemistry-related fields, in spite of the fact that approximately 50 years have already passed since it was first reported. In order to enhance the emotional involvement of the learners, a significant amount of Chisso engineers' voices looking back on the incident were used with a case-method approach. The questionnaire results showed that the ethical consciousness of the learners have improved significantly after a series of classes. On the basis of the lesson from the Minamata disease, we proposed a daily checklist of the lifestyle habit for engineers, reminding them to pay sufficient attention to five types of mental power; professional power, imaginative power, observation power, explanation power, and cooperative power. These checkpoints will not sufficient to totally prevent engineers from the unethical conduct. However, the list is convenient to use daily for busy engineers and could be effective to minimize missteps leading to serious unethical incidents.

介護保険施行前、沖縄県の一離島村において、新人保健婦が高齢者世帯に対して手すり取り付けを実施していた。われわれは参加型学習であるケースメソッドの素材として手すり取り付けに注目した。学生および大学教員を対象としたフィールドテストの結果、この素材は離島村における介護保険の現状や保健婦の専門性を討議するのに有効であった。この手すり取り付けに関するケースメソッドは福祉関連あるいは離島保健婦の研修に応用可能である。, Before the enforcement of Long-Term Care Insurance System (LTCIS), a fresh public health nurse was installing handrail for elderly households at a village of isolated island, Okinawa. We have given attention to this handrail installing from a theme of case method as participatory learning. From the result of field test to the students and the college staffs, this theme with handrail installing was found to be useful to current situation of the LTCIS and nurse specialty in the village. This case method on handrail installing can also be applied to the welfare seminar or the seminar for public health nurses engaged in the isolated islands.

本文は日本赤十字秋田短期大学介護福祉学科1年次生を対象に行った介護技術歩行介助演習の授業評価である。介護者には基本的技術の原理及び方法を理解した上で,対象に適した介護を実践できる能力が求められている。介護実践のための知識や判断力,問題解決能力を育成したいと考え,介護技術教育において事例課題を取り入れた歩行介助演習を行った。演習後の学生のレポート記述内容より,事例を用いた歩行介助演習による教育効果について検討した結果,個別な対応や,利用者の問題解決を図るための介助を考えることにつながったこと,利用者体験を通して情意面,精神運動面での学習効果があったこと,学生のレディネス及び他科目の履修状況を考慮することによってより教育効果が上がると考えられること等が示唆された。, This report is the educational evaluation of practice in assistance for walking as a caring technique for the first-year students of the care and welfare department at Japan Red Cross Junior College of Akita. They are required to acquire the abilities of relevant care along with the knowledge of the theory and method. We gave lectures on practice of assistance for walking with the case method to develop the knowledge of care, ability of discernment and problem solving. In the reports of the student's description after the class we could find some significant suggestion that the way was effective to study personal care, problem solving, emotional and spiritual side of client for the students, and we should take students' learning readiness into consideration., 13, KJ00000048284

ケース・メソッドは、経営教育の有効な方法として認識されているものの、我が国の教育機関においては未だ充分に普及しているとは言い難い。ケース・メソッドという教育方法は何よりもケースという教材を欠いては成立しないから、ケース・メソッドを普及するためには、まずは良質なケースの開発とその蓄積が問われるべきである。本論文の狙いは、ケース・メソッドによる教育を受け、さらにケース・インストラクターならびにケース・ライターを務め同時にケース・メソッド研究を続ける筆者の経験を基に、主としてマルコム・マクネアー、ポール・ローレンス、坂井正廣、村本芳郎等の諸研究を手掛かりとしながら、ケース開発の方法を明示化し、ケース・メソッドの効果的な活用や普及のための足掛りを築こうとするものである。, Although it is widely acknowledged that the case method approach is the effective way to teach business management, it is true to say that this approach is still not widely or effectively used in Japanese educational institutions. A major problem is the lack of casemethod materials. It is necessary to develop and accumulate quality cases in order to facilitate the effective use and spread of this method in Japan. The aim of this paper -- using the author's personal experience and also the work and experience of researchers such as Malcolm P. McNair, Paul R. Lawrence, Sakai Masahiro and Muramoto Yoshio -- is to find a set of specifications to help in the development of cases to improve the quality and spread of case method.

ケース・メソッドによる経営教育は、経営技能の向上にいかに寄与するのか。技能の習得は経験に基づくから、ケース・メソッドによって経営技能を育成するには少なくてもその学習プロセスに経営行為を摸擬的に経験する機会が含まれていなければならないと認識する。逆に、ケース学習プロセスに対応しない経営行為、つまりケース学習によってシミュレーション不能の経営行為があるとすれば、それはケース・メソッドによる経営教育の限界を示すものであると言える。この論文の目的は、経営行為とケース学習プロセスとの対応関係を考察し、両者の対応関係の有無を根拠にケース・メソッドによる経営教育の有効性と限界を明らかにすることにある。, How does management education using case method teaching contribute to improvements in administrative skill? Since the acquisition of the skill is based on experience, the opportunity to experience an administrative act through imitation must be, at least, contained in the learning process in order to develop administrative skills using this methodology. On the contrary, if one can see a hypothetical administrative act, which does notcorrespond to a case learning process (i.e., the simulation of an administrative act which cannot be presented through the use of a case study), it can be concluded that there are limitations in teaching management using the case method. The purpose of this paper is, therefore, by considering the existence of the relation between an administrative act and a case learning process, to clarify the effectiveness and the limitations of management education by the case method.