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「いじめ」について大学生を対象とした授業実践の検討 : 学級集団を対象とした指導方法に焦点をあてて
https://doi.org/10.18881/00000223
https://doi.org/10.18881/0000022373bac138-eb2d-4a90-8b03-5df579aa0b77
名前 / ファイル | ライセンス | アクション |
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v11p115-127.pdf (3.9 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper_default(1) | |||||
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公開日 | 2015-03-31 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | 「いじめ」について大学生を対象とした授業実践の検討 : 学級集団を対象とした指導方法に焦点をあてて | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | A Lesson Study on the "School Bullying" for University Students : Focusing on the guidance to the classroom group | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | いじめ | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 学級集団 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 授業実践の検討 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 傍観者への指導 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 同調 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 紙上討論 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | school bullying | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | classroom group | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | lesson study | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | guidance to the bystander | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | conformity | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | discussion on paper | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.18881/00000223 | |||||
ID登録タイプ | JaLC | |||||
著者 |
樽木, 靖夫
× 樽木, 靖夫× 福田, 八重× 髙田, 麻美 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This paper reviews the results of a series of lesson study on how to cope with "school bullying". We focus on school counseling classes that addressed the theme of the anti-bullying guidance and analyze what the university students have learnt. After providing information concerning the extent to which people tend to be vulnerable to the conformity, the first author gave classes with a focus on the guidance to be given to bystanders who witness bullying with reference to a case study which the pupils discussed on paper anonymously. We group 633 comment cards that 142 students wrote by using KJ Method as reference and examine their relations. The primary results are as follows: Firstly, what students learned can be grouped into 14 knowledge subsets. That is, "effects of discussion on paper", "efforts of teachers and trust in teachers", "newly-gained knowledge and impressions", "negative dynamics in a group", "positive dynamics in a group", "students' own experiences", "doubts about discussion on paper", "learner's attitude about bullying", "effects of anonymity", "learner's attitude about the child", "guidance to the bystander", "effects of writing", "factors which made the classroom change" and "sense of guilt". This shows that the bystanders' actions or inaction significantly impacted by conformity and the case positively reflect the abovementioned subsets. Secondly, the relations among knowledge subsets follow the models previous studies have shown. This paper, by contrast, is distinguished by "learner's attitude about the child" as a premise such that children often initiate bullying and they are capable of settling conflicts by themselves. |
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書誌情報 |
帝京科学大学紀要 en : Bulletin of Teikyo University of Science 巻 11, p. 115-127, 発行日 2015-03-31 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 18800580 |