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2023年度から実施されている新学習指導要領で学んだ生徒が受験する2025年以降の大学入学共通テストでは「情報」が出題される.どのような試験問題が想定されるのか，また，どのように指導すればよいのかという高校現場からの声に呼応すべく，本会情報入試委員会では，noteの連載記事として，教科「情報」の入試問題を解説している．2023年2月末までに掲載された問題を整理し，インデックスとして活用できるよう，本稿をまとめた．

2022年度より，高等学校の「共通教科情報科」は，必履修科目の「情報Ｉ」と選択科目の「情報Ⅱ」が設置され，すべての高校生が，プログラミングなどを含む情報の科学的な理解を主とした「情報Ｉ」を履修することになる．また，2025年度入試から「情報Ｉ」が大学入学共通テストで出題されることが正式に決定された．これにより，各大学の個別入試においても入試科目に「情報」が設置される可能性が増してきた．大学入学試験として情報を出題するためには，大学など出題する側と，受験する高等学校側で，出題内容や範囲，用語などの共通な知識体系が必要となる．しかし現在はまだ，「情報科」の知識体系は明確に定められていない．そこで，本研究では，知識体系の明確化を目標として，「情報Ｉ」の教科書で用いられる用語から知識体系に関する考察を行う．, Starting in 2022, the compulsory subject “Informatics I” and the elective subject “Informatics II” will be taught in high school. All high school students will take “Informatics I”, which focuses on the scientific understanding of information, including programming. In addition, it was formally decided that “Informatics I” will be a new subject on the Common Test for University Admissions. Even in the individual entrance examinations of each university, there is an increasing possibility that “Informatics” will appear as one of the entrance examination subjects. To introduce “Informatics” to university entrance exams, a common body of knowledge such as the content, scope, and conditions of the questions is required for both universities, which create the exam questions, and high schools, which take the exams. However, this body of knowledge is not clearly defined. Therefore, in this study, for the purpose of clarifying the body of knowledge, we investigate the terms used in textbooks for “Informatics I.”

高等学校共通教科情報科は、2025年度大学入学共通テストから出題されることが大学入試センターと文部科学省から発表されている。しかし、その検討素材としては、大学入試センターが2020年に示した試作問題（検討用イメージ）と2021年に公開したサンプル問題しかない。そこで、2022年度から高等学校で始まる「情報Ⅰ」の授業内容の構築に資するべく、1997年度大学入試センター試験から出題されている「情報関係基礎」の問題を分類し、高等学校共通教科情報科との対応を試みた。, The National Center for University Entrance Examinations and Ministry of Education, Culture, Sports, Science and Technology have announced that the high school common subject of Informatics will be presented in the Common Test for University Admission in 2025. However, the only materials available for consideration are the prototype questions (images for consideration) presented by the National Center for University Entrance Examinations in 2020 and the sample questions released in 2021. Therefore, in order to contribute to the construction of class contents for "Informatics I", which will start in high schools in 2022, the authors classified the questions of "Informatics Basics" from the 1997 National Center for University Entrance Examinations, and tried to correspond them to the common subject of informatic in high schools.

There is a great need to evaluate and/or test programming performance. For this purpose, two schemes have been used. Constructed response (CR) tests let the examinee write programs on a blank sheet (or with a computer keyboard). This scheme can evaluate the programming performance. However, it is difficult to apply in a large volume because skilled human graders are required (automatic evaluation is attempted but not widely used yet). Multiple choice (MC) tests let the examinee choose the correct answer from a list (often corresponding to the “hidden” portion of a complete program). This scheme can be used in a large volume with computer-based testing or mark-sense cards. However, many teachers and researchers are suspicious in that a good score does not necessarily mean the ability to write programs from scratch. We propose a third method, split-paper (SP) testing. Our scheme splits a correct program into each of its lines, shuffles the lines, adds “wrong answer” lines, and prepends them with choice symbols. The examinee answers by using a list of choice symbols corresponding to the correct program, which can be easily graded automatically by using computers. In particular, we propose the use of edit distance (Levenshtein distance) in the scoring scheme, which seems to have affinity with the SP scheme. The research question is whether SP tests scored by using an edit-distance-based scoring scheme measure programming performance as do CR tests. Therefore, we conducted an experiment by using college programming classes with 60 students to compare SP tests against CR tests. As a result, SP and CR test scores are correlated for multiple settings, and the results were statistically significant. Therefore, we might conclude that SP tests with automatic scoring using edit distance are useful tools for evaluating the programming performance.

情報処理学会 第84回全国大会,2022年3月3日・4日・5日,愛媛大学 城北キャンパス

In March 2018, the Japanese Ministry of Education, Culture, Sports, Science and Technology revised the curriculum guidelines for high school, which will be applied in 2022. The subject of Informatics has been drastically changed; ‘Informatics I’ and ‘Informatics II’ have a predominantly scientific approach. This could be problematic given that a lot of ‘temporary teachers’ and ‘teachers without a proper license’ teach Informatics, and more than half of the teachers that teach Informatics are in charge of multiple subjects. So, it may be difficult to implement new curriculum in the dozens of prefectures that have few teachers who specialize in Informatics. We report on the problems our investigation revealed.

高等学校情報科の教科担任の現状を明らかにするため，都道府県教育委員会における臨時免許状の授与と，免許外教科担任の許可の状況を調査した．情報科では，臨時免許状や免許外教科担任が他の教科に比べて突出して多用されていることが明らかになった．本論文では，その調査結果を報告するとともに，わが国の情報教育の取り組みについて述べる．

2018年の学習指導要領改訂により，高等学校の「共通教科情報科」は，必履修科目の「情報Ⅰ」と選択履修科目の「情報Ⅱ」が設置され，すべての高校生が，プログラミングなどを含む情報の科学的な理解を主とした「情報Ⅰ」を履修することになる．また，大学入学共通テストの新科目に「情報」が設定されることになった．これにより，各大学の個別入試においても入試科目に「情報」が設置される可能性が増してきた．大学入学試験として情報を出題するためには，大学など出題する側と，受験する高校側で，出題内容や範囲，用語などの共通な知識体系が必要となる．しかし現在はまだ，「情報」の知識体系は明確に定められていない．そこで，筆者らは知識体系の明確化を目標として，まずは，「情報Ⅰ」の教科書で用いられる用語から知識体系に関する考察を行う．, 日本情報科教育学会 第14回全国大会,2021年7月4日(日),オンライン開催

共通教科「情報」の高等学校学習指導要領では，「多くの情報が公開され流通している現状を認識させるとともに，情報を保護することの必要性とそのための法規及び個人の責任を理解させる」と規定されており，その内容の取扱いとして，「知的財産や個人情報の保護などについて扱い，情報の収集や発信などの取扱いに当たっては個人の適切な判断が重要であることについても扱うこと」と記されている．一方，国，地方自治体，独立行政法人などの行政機関から情報を収集する意義や手続きについてはあまり扱われていない．本稿では，行政機関の公文書という生の情報を収集することは重要であるとの観点から，大学の教職科目の情報科教育法への公文書公開手続きの活用について，実践例とともに議論する．

2013 年 12 月，米国にて ACM/IEEE-CS によるコンピュータ科学カリキュラム標準 CS2013 が公表された．それまでの標準だった CC2001 の刊行後 10 年以上が経ち，その後継として作成されたものである．日本では，情報専門学科カリキュラム標準 「J07」 が 2008 年に公表されているが，現在，改訂への活動が始まりつつある．J07 は，CC2001 を元として作られたものであるので，CC2001 が CS2013 にどのように改訂されたかを知ることは重要である．本報告では，CS2013 と CC2001 を比べ，知識体系 (BOK) を中心に，どのように改訂されたのかを比較，考察する．

The important roles of after school care programs are protecting the lives of students whose parents are working or unable to be at home after they finish school or on school holidays and helping them create self independence. We propose a learning support system for helping after school care students. The system is used for practicing the “Kuku” multiplication table and it has been implemented using the Kinect motion capture system to recognize “air characters” written by the body actions of learners. We conducted a trial to evaluate the proposed system by asking many students in after school care programs to participate and confirmed that this system was helpful for groups of students to learn. We explain here how we implemented the system, and report the results from the trial. We also suggest the future directions of the system.

There has been a steady increase in educational learning using information devices. In Japan, Romaji is used to input text into computers and other information devices. It was developed to describe the sound of Japanese in the Roman alphabet. Therefore, learning Romaji is important for computers literacy in Japan. We developed a support system for learning Romaji through exercises using the Kinect device for elementary school students in the lower grades. The system supports students in their studies by recognizing the alphabetical characters they write in the air. We believe that students can have fun learning by performing physical actions that keep their motivation to learn high. We had some elementary school students operate the system, and the results confirmed that they studied merrily and learned new characters. The students taught and learned alphabetical characters they did not know and learned how to use our system together. Their motivation to use the system was high, and some students continued their learning experience longer than their everyday school hours. There were students who had already learned some Romaji at school and students who had not learned them at the time of the study, but they all had fun using our system and learned new Romaji they did not previously know.

We propose a learning support system for the 9 × 9 multiplication table “KuKu” and have implemented it using Kinect motion capture to recognize “air characters” written by the body actions of KuKu learners. We explain how to implement the system, report the results of a trial with elementary school students, and suggest the future directions of the system.

2016年度 情報処理学会関西支部.支部大会 2016年9月26日(月) 大阪大学中之島センター