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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.

現代社会において，プログラミングは義務教育の1つとなり，誰もが学ぶべきものとなったが，高等教育においては，プログラミングの内容を含む必須カリキュラムの実施には至っていない．新しいカリキュラムでは，言語を学びコードが書けるようになることを目的とするのではなく，プログラミングの概念を学び，その原理を理解することに加え，プログラムを活用するために，ソフトウェア開発プロジェクトの知識を含める必要があると考えた．著者らは，1科目のみで構成する，誰もが学ぶべき入門レベルのカリキュラムと位置づけ，プログラミング入門にPBL（Project-based Learning）を組み合わせた方法を提案し，この提案に基づき2単位90分15回のカリキュラムを構築した．本論文では，プログラミング入門にPBLを組み合わせたカリキュラムを設計・構築し，実践授業から得られたデータ（コンピテンシー評価，履修者の課題や最終レポートなどの提出物）をもとにカリキュラムの妥当性を検証した．, In modern society, programming has become a part of basic education and should be learned by everyone. However, there is still no mandatory, universal, higher-education curriculum that includes programming content. The authors consider that a practical, new curriculum requires not so much having students being able to code, as having them learn concepts, understand principles, and gain knowledge of software development projects in order to build a foundation in programming. We propose a curriculum that includes content required of all people in contemporary society. It is a single-subject, introductory-level curriculum implemented with PBL for a two-credit, ninety-minute, fifteen-class, university-level course. In this paper, we introduce the curriculum that we designed and analyze its validity based on data (competency evaluations, student assignments, final reports, etc.) obtained from the recent practical implementation of the course at a women's university in Japan.

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.

2018年に高等学校の新学習指導要領が告示され，情報科は情報の科学的な理解に重点を置き，「情報I」と「情報II」が開講されることとなった．同じく2018年に，2025年からの大学入学共通テストで「情報I」が出題される方向性が示されたことから，都道府県市の教育委員会での情報科教員の採用が促進されることとなった．しかしながら，情報科のみを担当する教員（情報科専任教員）が少ない問題がある．情報科専任教員は発展的内容を教える「情報Ⅱ」を開講するためにも必要である．大学における情報科教員の養成はされている．都道府県市の教育委員会には，積極的に教員採用をして，情報科専任教員を増やしていただきたい．

文部科学省は2021年7月30日，2025年の大学入学共通テストから「情報」を出題教科として，「情報I」をその科目とすることを決定した．現在，国立大学協会（国大協）で，2025年に実施する入学者選抜制度が議論されている．これまで，国立大学は一般選抜においては，第一次試験として大学入学共通テスト（原則5教科7科目）を課してきた．これに「情報」を加えた「6教科8科目」を原則とすることが検討されている．本稿では，その経緯と，国立大学の入試科目に「情報」が加わることの意義について述べる．

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.

本会では，現在，12種類の論文誌（2つの基幹論文誌「ジャーナル」，「JIP」と，10種類の「トランザクション」）が刊行されている．本稿では，本会の論文誌の概要，最近の論文誌の投稿件数や採択率，「ジャーナル」と「JIP」の編集体制，編集にあたっての課題を述べる．

本会では，第81回全国大会から，中高生ポスターセッションを始めた（同時に，「中高生情報学研究コンテスト」を始めた）．本稿では，まず，中高生ポスターセッションを企画した経緯を述べる．情報の分野で優れた探究活動を行う中高生がおり，本会がその発表の場を提供することは重要である．また，2022年度からの高等学校情報科では「情報I」と「情報II」が設けられるが，「情報II」の内容に「情報と情報技術を活用した問題発見・解決の探究」が含められるため，本会はその探究活動を発表する場を準備しておく必要がある．さらに，本稿では，中高生ポスターセッションの実施にあたっての取組み，表彰制度などについても述べる．

情報教育に関する2つの取り組みについて述べる．本年（2021年）3月に，中高生に情報学の探究活動をすすめてもらうことを目指し，第3回中高生情報学研究コンテストを開催した．全国から87チームの参加があり，中高生研究賞の最優秀賞1チーム，優秀賞2チームなど，45チームを表彰した．また，大学入学共通テストへの情報の出題について大きな動きがあった．大学入試センターは本年3月24日付で，2025年から情報を出題科目とし1つの試験時間帯として実施することを公表した．これを受けて，本会は3月29日付で「大学入試センターから出された大学入学共通テストの実施方式に対する，当会の賛同表明」を公表した．

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．

Japan played a major economic growth after the World War II, which could be realized with high industrial skill because of engineering education such as mechanical engineering and electrical engineering. However, in recent years, everyone agrees that the importance of information technology is rapidly increasing, while the industrial technology is also inevitable. Currently in Japan, IT education is responsible for the subject "Technology" in junior high schools and the subject "Informatics" in senior high schools. It is self-evident that excellent education relies heavily on excellent teachers. The recruitment of teachers in Japan is conducted for each prefectural board of education. The authors asked all the boards of education throughout the country to disclose information and investigated the present situation of hiring teachers. As a result, despite the fact that the number of faculty members in "Technology" in junior high schools and "Informatics" in senior high schools is much less than the required number, almost no faculty recruitment has been conducted, and as a result, It is clear that teachers of unrelated subjects doing classes or letting people without teacher's license temporarily take charge of classes. Because such an environment, class content is far from computer science in many cases, education is almost not done such as programming. Fulfilling the teacher recruitment and in-service teacher training and improving Japan's information technology capabilities, the authors are very worried about the future of Japan.

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．

本年（2020年）3月7日，本会第82回全国大会にて，第2回中高生情報学研究コンテストを実施した．新型コロナウィルス対策で第82回全国大会の現地開催が中止になったが，中高生情報学研究コンテストは，参加チームにポスターPDFと400字の説明テキストの提出を求め，それらをWebページに掲載する方式で開催した．第2回中高生情報学研究コンテストについての詳細は次号の特集号を参考されたい．

情報および情報技術は現代社会の基盤となっており，社会の構成員がこれらの内容を身につけてから社会に出ることが重要となってきている．世界の多くの国がこのため，情報教育に注力してきているが，それらの内容とわが国の現状には隔たりがある．本稿では積極的な情報教育を進めている各国の状況を整理・分析し，そのうえでわが国の情報教育が目標とすべきことと，初等中等段階における情報教育の体系的なカリキュラムについて提案する．

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.

Having students ask and answer questions among themselves can help deepen their understanding of learning content. Tablet devices are advantageous for such application due to their portability and capability to support not only text but also images and sound. A few elementary schools in Japan have already started introducing tablet devices into the classroom. This requires making some changes to the environment, including providing an access point for the tablets to communicate with each other. To aid in the preparation for computer supported learning, we propose using an ad hoc network of tablet devices to deploy a delay tolerant network with the aim of achieving high message reach ability over intermittent connections. The results of preliminary experiments show that our system can provide a high delivery rate, although its delivery speed is somewhat slow. We also created a practical application using the ad hoc network that students can use to exchange content.

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.

The ability to find and grasp target items in an unknown envi ronment is important for working robots. We developed an autonomous navigating and grasping robot. The operations are locating a requested item, moving to where the item is placed, finding the item on a shelf or table, and picking the item up from the shelf or the table. To achieve these operations, we designed the robot with three functions: an autonomous navigating function that generates a map and a route in an unknown environment, an item position recognizing function, and a graspi ng function. We tested this robot in an unknown environment. It achieved a series of operations: m oving to a destination, recognizing the positions of items on a shelf, picking up an item, placing it on a cart with its ha nd, and returning to the starti ng location. The results of this experiment show the applicability of reducing the workforce with robots. Keywords: robot, grasping, SLAM, object detection, path planning, manipulation

In a UNIX-type operating system, the VFS mechanism enables multiple different file systems to be used on one computer. However, when the VFS mechanism is used, the various file systems must be discriminated by using individual directories. Therefore, multiple file systems cannot normally be mounted on one directory and used properly. As a result, file systems having various features such as NFS or tmpfs are not used efficiently enough. In the current research, the authors respond to this problem by proposing the TAKFS file system, which superimposes the name spaces of multiple arbitrary file systems in the same directory to enable those file systems to be handled trans-parently. TAKFS transparently and automatically apportions actual files among the various file systems according to a combination of parameters and settings made in advance by each user indicating the files that are to be placed in each file system. If TAKFS is used, a flexible and extremely convenient system can be constructed by using currently existing file systems without changing them at all. © 2006 Wiley Periodicals, Inc. Electron Comm Jpn Pt 3, 89(9): 22–33, 2006; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/ecjc.20276

In this paper, we describe the design and evaluation of a PC cluster system in which IEEE 1394 is applied. Networks for parallel cluster computing require low latency and high bandwidth. It is also important that the networks be commercially available at low cost. Few network devices satisfy all of the above requirements. However, the IEEE 1394 standard provides a good compromise for fulfilling these requirements. We have used IEEE 1394 devices, which support a 400 Mbps data transfer rate, to connect the nodes of a PC cluster system which we have designed and implemented. We have implemented two communication libraries. One is a fast communication library called CF for IEEE 1394. The other is a MPI layer library on the CF library. Experimental results show that CF achieves a 17.2 microsecond round-trip time. On application benchmarks, the system was considerably faster than TCP/IP over Fast Ethernet. Even though the system was constructed at very low cost, it provides good performance. Using the IEEE 1394 standard is thus a good solution for low-cost cluster systems. Copyright © 2004 John Wiley & Sons, Ltd.