Search

本稿の目的は、教育哲学者ジョン・デューイとロバート・メイナード・ハッチンズとの間で行われたアメリカ高等教育をめぐる論争の意味を明らかにすることである。これまでの研究では、教養主義の復権を掲げる復古主義者ハッチンズに対して、進歩主義論者のデューイが批判を展開したという図式で理解が行われてきた。本稿ではこうした解釈図式を批判的に検証し、両者において合意が形成される可能性とその現代的意義を示す。第一に、ハッチンズ『アメリカにおける高等教育』（1936）に端を発する論争の経緯を振り返り、その論点と妥当性を検証する。第二に、それを踏まえた上で、論争において両者が言及しない論点であるデモクラシーと教育との関係や、汎用的な職業教育の在り方を考察することで、両者において合意が形成される部分があることを示す。すなわち両者は、それぞれ異なる主張を展開しながらも、共に「社会効率主義」による職業教育論と対峙し、「職業教育」と「教養教育」とを統合する取り組みを行っていたことを明らかにする。, The purpose of this paper is to clarify the meaning of the debate on American higher education between educational philosophers John Dewey and Robert Maynard Hutchins. In previous studies, Dewey, a progressivist, criticized Hutchins, a reactionist who sought to restore the liberal arts to their former status. In this paper, we examine this interpretive scheme and show the possibility of a dialogue between the two by identifying points of agreement between them. First, we review the history of the controversy that began with Hutchins' The Higher Learning in America（1936）and examine the arguments of both sides, considering the validity of both these arguments. Second, based on this, we show that the issues both sides neglected to discuss in the debate, such as the relationship between democracy and education and the possibility of general-purpose vocational education, were the topics on which both sides could have reached a consensus. In other words, while Dewey and Hutchins developed opposing arguments, both argued against the theory of vocational education based on social efficiency.

参加報告, Association of American Colleges & Universities（AAC&U）が開催する2020 General Education, Pedagogy, and Assessment Conferenceに参加し，教育アセスメントの設計・実施に関する情報の収集を行った．米国におけるアセスメントに関しては，定性と定量を組み合わせた新しいアセスメントの形の提案・実施，アセスメントに対する信頼・信念，全学的なネットワークによるアセスメント実施の意識，共有による改善の意識の4つの特徴があることが確認され，日本における教育アセスメントをより広げるための示唆が得られた．, We participated in the 2020 General Education, Pedagogy, and Assessment Conference held by Association of American Colleges & Universities (AAC&U) and collected information about the design and implementation of educational assessment. We identified four characteristics of assessment in the United States that could inform the enhancement and dissemination of educational assessment in Japan. These characteristics were: proposition/conduct of new forms of assessment combining qualitatively and quantitatively; trust in assessment; readiness for the conduct of assessment by schoolwide networks; and awareness of improvability through sharing of information.

STEAM のE(engineering),A(arts)の「つくること」「デザインすること」を通して,Society5.0に求められる創造的な問題解決やイノベーションを創出する力の伸張を促す取り組みが注目されている。「つくること」「デザインすること」の根底として,「理」を見る力や「理」を解く力が不可欠で,これらは創造的な問題解決やイノベーションを創造する力の根底でもある。本研究では,文系学生を対象とし,物体が動くありさまやそのふるまいを数学や物理を用いて解説する活動を通して,「理」を見る力,解く力としての数学・物理に関する能力を調査した。その結果,日常の現象に対して中等教育までで習った概念や原理・法則に関する知識を当てはめることはある程度できるが,数理的,物理学的に現象を捉えることはできておらず,「理」を見る力,解く力はかなり乏しいことがわかった。, In this study, we investigated the Competence of humanities major university students to understand theorems through activities that explain the phase and behavior of objects using mathematics and physics. As a result, it was found that students could apply the concepts, principles, and laws as knowledge learned in secondary education to phenomena, but lack the ability to understand theorems mathematically and physically.

Whilst architecture courses are offered as professional education, housing courses are more often taught as a part of home economics and teacher training; their targets therefore are K-12 teachers and ultimately pupils. Housing has great potential to make a good general education course for non-majors at the college level because it is related to various academic fields. Housing requires attention to the environment and the society, and they are so familiar to students that observation and analysis can be started almost immediately without much preparatory study. Housing can provide ample opportunity to learn problem solving and communication, which is exactly what current general education is expected to offer. Basic knowledge about structural and environmental engineering is more needed as modern houses are high-technology based, and we encounter problems such as climate change and recurring natural disasters. School teachers are trained to teach but may not have enough knowledge and skills in architecture or engineering, which makes them hesitant to teach this subject. College professors, on the other hand, have more knowledge and may offer a good general education housing course, only if they have the skills and consideration for teaching the general public. If more students study housing in general education, architecture majors and non-majors may have an opportunity to study together and understand each other, which may improve the relationship of professionals and citizens in the future.

近年、大学改革待ったなしの状況であり、そのなかの1つに教養教育改革が含まれている。先稿では、教職協働の取り組みの末にたどり着いた本学の教学マネジメント改革の理念構築について報告したが、本稿では、その改革の理念のもとに行った教養教育の再検討と、そのうえで行った基盤教育の設計とその背後にある理念などについて論じる。基盤教育の設計においては、「コスモロジー」「プロト・ディシプリナリー」を鍵概念とし、科目間の“越境関係”を意識しながら、また「なぜ、それを教えるのか」という根源的な問いから、さらに、準正課・正課外を含めた俯瞰的視野から「誰が、どこで、どのように教えるべきか」という問いに発展させ、包括的に科目設計を行った。, In recent years, there has been no waiting for university reform, which includes general education reform. In the previous paper, we reported on the idea of the educational management reform of our university, which we accomplished through collaborative efforts between academic faculty and administrative staff. In this paper, we review the general education conducted and discuss the design and idea of liberal arts education through collaboration between academic faculty and administrative staff. In designing general education, we designed courses comprehensively according to a broad perspective including cosmetics and regular exercise activities, while taking cosmology and protodiplomacy as key concepts.

This paper aims to examine the relationships between students’ satisfaction with designated courses of general subject and students’ academic performance in the courses. Nagasaki university changed its liberal arts education system in 2012. One of the most important changes was to introduce a new idea on liberal arts called “Module system”. The system aims to create "learning community" through packaged-subjects and to facilitate active learning methods. In this system, students are sorted by computerized lottery besed on students’ preference for the themes of “Module”. In consequence, some students are not allowed to take their desired course. Looking at students evaluation, we found that students had some complaints on the “Module system”. In this study, we analyzed the relationships between students' satisfaction with designated course of general subject, their academic performance, and their satisfaction with general education to figure out whether the “Module system” decreases students' motivation if they are not allow to take their desired course. Through the analyses, we found there were negative impacts on their academic performance and satisfaction with general education for students who are not allowed to take their first choice of courses. Some of the students stopped to attend the class, or got low grade. In conclusion, we suggest the need to reconsider the way of “Module system”.

This study aims to improve a general education course by means of action research. Previous studies suggest that researchers intervene in teachers’ activities and modify them in action research. According to McNiff & Whitehead (2011), action research needs “action-reflection cycle.” We implemented action research to improve a general educationcourse lectured by a professor. The theme of the course is “Anti-Peace Study,” while in the professional seminar course, the professor introduces neuropsychiatry. In this actionresearch, two researchers observe all his lectures of “Anti-Peace Study” and some of his seminars in the professional course. Although the practitioner tried to conduct the lecture through dialogue, students’ attitudes and reactions seemed different between two of the courses. The researchers suggested using online BBS in the LMS to facilitate learners’discussion in the general education course, compared with his successful seminar course,and the practitioner tried to introduce it. However, the efforts did not necessarily reachsuccess. Introducing LMS was not easy for a beginner. In conclusion, we suggest courseimprovement needs longer periods than one lecture.

The purpose of this paper is to share information about context trends of student learning outcomes A general education assessment is focus on student learning outcomes. It is affected by demand from the federal government and an area accreditation association. An assessment process is a good opportunity for faculty development itself as discussing student learning and an educational philosophy for faculty members each other. The new trend is making a “Rubric” together as part of an assessment process in recent years. Because a “Rubric” is an one of good tools for creating a visualization of an internal assessment criterion in faculty themselves. and education reform in U.S. higher education. 5 members who are faculty and staffs at Osaka University conducted a field survey at 3 U.S. colleges and an association (Association of AmericanCollege & Universities) in March 9-13 2015. Surveyed 3 colleges (Carnegie Melon University (CMU),James Madison University (JMU), University of Maryland) are selected by variety backgrounds. Thispaper is constituted with focus on interviews with key persons at an association and colleges.The learner-centered philosophy since the mid-1980s leaded education reform powerfully in U.S. higher education. It is trends in provision of subject about “a scholarship in practice” in a general education curriculum. 3 colleges work on a student learning outcomes assessment in curriculums. Central management offices in colleges like an institutional research and development of teaching and learning, support assessment activities in each department and programs. It is called “a liaison model” and “a client model.” A general education assessment is focus on student learning outcomes. It is affected by demand from the federal government and an area accreditation association. An assessment process is a good opportunity for faculty development itself as discussing student learning and an educational philosophy for faculty members each other. The new trend is making a “Rubric” together as part of an assessment process in recent years. Because a “Rubric” is an one of good tools for creating a visualization of an internal assessment criterion in faculty themselves.

We experienced severe accident on nuclear power plant at March 2011. We understood now that the radioactivity is one of the most important environments for our mankind. Knowledge and basic experience on radioactivity must be a fundamental curriculum to be taught in the General Education of University. We intended to understand natural radioactivity depend on our common environments. In this paper, we report the result of our trials for measurement of radioactivity in and around the Higashiyama Campus of Nagoya University. Measured activities will be memorized on students as our common exposure., 2011年3月に起こった東京電力福島第一原子力発電所での事故は、これまでの日常生活において、気に留める必要が無かった様々な物理量を、意識の内に持ち込んだ。シーベルトやベクレルの用語が新聞やテレビにあふれる今、放射線量が、気温や二酸化炭素量とともに、人間にとって最も重要な環境評価指標のひとつであることに気づいた。しかし、µSv やbqの単位が新聞やテレビで報道されても、いまひとつ理解に至りにくい。しかし、放射線や同位体に関する基礎的な知識は一般教養として必須のものである。原子力発電所の事故で放出された放射性物質そのものを名古屋で直接観察する事は容易にはできない。しかし、自然界には、ウランやトリウムの娘核種やカリウムの放射壊変に伴う放射線が飛び交い、その量は名古屋大学キャンパス内においても、場所により大きく異なる。その値はどれほどなのか？ 場所により異なる理由は何か？ 測定機器に表示される数値は何を意味しているのか？ についてTAや学生と共に考えた。本報告は、大学初年時学生を対象として企画されている「基礎セミナー」を利用して、『シー ベルト(Sv)で表現される線量当量を体感し、紙面に報道される数値を体で理解する試み』の記録である。, 名古屋大学宇宙地球環境研究所年代測定研究部シンポジウム報告

Recent reform in Japanese higher education requires students' active learning. However, most higher education institutions in Japan have yet to develop the appropriate communities where the students collaborate with each other, get sufficient support, and engage to their learning. The authors, therefore, looked to the development of a learning community and a teaching community in U.S. universities, and sought to find inspiration from the well-established practice of their communities. Three Universities around New York (Wagner College, GCC, and SUNY) that are renowned for their effective curriculum and unique practice of the communities were visited in March, 2015, and the results of the hearings are hereby presented. Focusing specifically on general education, implications pertinent to facilitate students' active learning are discussed., 長崎大学大学教育イノベーションセンター紀要, 7, pp.25-33; 2015

日本の教養教育は、戦前は主として旧制高校によって担われた。そこで身についたとされる「教養」も大学ではあまり顧みられず、結果的に「学歴エリート」たちの「立身出世」の手段になっていた。戦後になると、GHQは国家主義的教育を廃絶して、アメリカ流の民主的教育を植付けるべく新たに６・３・３・４制を敷いた。アメリカが民主的教育の象徴として持ち込んだものが「ジェネラル・エジュケーション」（一般教育）である。しかし、新制大学の最初の２年間に押し込められた一般（教養）教育は、専門学部と教養部の間の溝や対立に加え、教養教育を担う教員の「身分差別」があって、アメリカの一般教育で重視される「総合」化ができないまま時間が経過した。高度経済成長と大学の大衆化によって世間の実学指向はますます高まり、それと反比例するように教養の軽視が激しくなった。その後、教養教育を再生すべしとの声は徐々に大きくなり、さまざまな取組みがされたが、効果は大して現われていない。冷戦終結後の「新しい中世」とも言える混沌とした現在を生き延びるために、今、われわれに必要なのは優秀なリーダーである。このリーダーは、教養豊かなエリートでなければならない。これらの人材を得るためには、既存のシステムをいじるだけでは不十分である。新しく、チュートリアルを組入れた「教養大学」を作る必要がある。さらに、「日本型ENA」が作れれば理想的である。

大阪市立大学の初年次生向け全学共通科目「大阪市大でどう学ぶか」について、学生や大学を取り巻く環境の変化に対応するための基礎資料を得ることを目的として、12年前の科目の設立の経緯や科目の概要、アンケート調査による受講生の意識や初年次教育に対するニーズの把握を行った。

Despite the recent requirement of more visibility of learning outcomes, most higher education institutions in Japan have yet to develop the appropriate methodology for their assessment. U.S. counterparts, however, have quickly implemented both direct and indirect measures of learning outcomes in response to the Spellings Report issued in 2006. Focusing specifically on general education, this paper reports four cases of U.S. higher education that are renowned for their effective curriculum and unique methods of outcomes assessment. The reported cases are The Evergreen State College, Portland State University, Appalachian State University, and Clemson University, all of which were paid site visits in February, 2014. It was found that all of the four institutions had created rubrics for each educational objective and applied them in assessing a random sample of learning records (student portfolios or transcripts). Implications and future tasks are discussed in terms of the portfolio review to be conducted at Nagasaki University., 長崎大学大学教育イノベーションセンター紀要, 6, pp.21-36; 2015

リベラルアーツを源流に発展してきた教養教育は現代社会で絶えずその重要性を訴えられている．中国と日本 の大学は両方とも専門主義の風土にアメリカの一般教育の影響を受け，また，中央集権制度が緩和し，大学の自 由化，活性化を期しているという共通点を持っている．本研究は，総合大学であり，教育目標も育成する人材像 が類似した中国の清華大学と日本の九州大学の教養教育の現状を実証的な調査をし，分析した．両大学とも独自 の個性を発揮し，教養教育を重視している姿勢を示している．清華大学は｢高水準，高素質，多様化，創造性｣ という教育目標の下で，幅広い科目提供やコア･カリキュラムの強化で教養教育を行っている．一方，九州大学 は自律的に学び続けるアクティブ・ラーナーを育成するため，授業内容や方式まで考慮し，また実施組織の明確 化をはかり，責任の明確化や教員の意識向上に力を入れている．

General education reform at Nagasaki University has required new pedagogies that enhance student participation in lecture class. The authors addressed this urgent issue by developing widely applicable methods in an interdisciplinary course titled “Information and Society.” The course consisted of four lecture series of ICT application, in which 72 students engaged in learning tasks that were designed to facilitate note-taking of key concepts and general reflection of the lecture content as well as the assessment of their comprehension level. The main instructor edited students' descriptions to put them onto the course site so that the whole class could share the learning and prepare for feedback sessions. Students also responded to questionnaires that were designed to inquire their prior conceptualizations. Future directions using effective learning tasks in lecture class are discussed., 長崎大学 大学教育イノベーションセンター紀要, 5, pp.19-24; 2014

The articulation policy between schools has been one of the most difficult problems in public education policy in Japan. We must learn the history of the articulation policy, which consists of selection and education until the end of World War II from the Meiji era, and in which education unwillingly depended on the selection because of the low capacity of the upper school. But education cannot depend on selection because university, by falling birthrate, became able to contain over 90% of the entrance into a school of higher grade applicant in the 2000s. We must build a new policy mainly on the education now. It will be achieved only through the collective endeavor of the participants including public authorities rather than symptomatic treatment demonstrated by deal with the national government.

Rapid progress of society raises university advancement rate, and now more than 50% of 18 year-old with diverse value goes to university. Universities confront a crucial challenge for educational reform to foster such students in accordance with university's principle. Nagasaki University to which the author belongs has started reform of general education. It is shift from a curriculum based on liberal arts subjects to a group of subjects based on subjects which focus on the issue of modern society. We call latter new curriculum a module. The author found various challenges through the teaching of his own class and the observation of other faculty's class. Followings are major issues: 1) improvement in the faculty's attitude, 2) improvement of teaching method, 3) encouragement of student's voluntary learning. Not only individual faculty but also entire educational system of the university needs to continue efforts to improve these issues., 長崎大学 大学教育機能開発センター紀要, 4, pp.7-22; 2013

The current reform being pursued in Japanese higher education is arguably a process of Americanization. There is much to learn from U.S. experience in adapting to universal access to higher education and in developing assessment culture and integrative curriculum. However, there might also be pitfalls in simply implementing American schemes into the Japanese context. With a view to examining successful innovation in U.S. general education, the authors made site visits to four colleges and universities. They were Wagner College, Elon University, Alverno College, and Indiana University ― Purdue University Indianapolis (IUPUI), each renowned for a unique undergraduate curriculum. Case reports of each institution are presented and discussed in terms of the difference and common requirement of higher education in both countries., 長崎大学 大学教育機能開発センター紀要, 4, pp.23-37; 2013

本文は「URL」欄から参照してください。

[Abstract] Maxwell theoretically established electromagnetism in Treatise on Electricity & Magnetism. Since this book is not read nowadays, not a few people do not know that experimental discussions are important in this book. Especially, Maxwell verified various laws with precise experiments. We believe that Maxwell should considered Physics is based on experiments. We discuss on Maxwell's experiments that proved Coulomb's inverse-square law. 今日の電磁気学を理論的に確立したと考えられるのはマクスウェルのTreatise on Electricity & Magnetismである。この本は今日ほとんど読まれることがないために、実験に関する記述も多いことは忘れられている。特に精密実験による様々な法則の検証に注意を払っているのは、マクスウェルが物理学を実験科学と考えていた証拠である。ここでは、クーロンの逆2乗則に関するマクスウェルの精密実験について考えよう。

Inamori Academy provides general education courses at Kagoshima University. There are 5courses for environmental issues which are provided by the Inamori Academy. The core idea ofthese 5 courses is based on altruism, symbiosis and "Enough is as good as a feast" which is knownas the Inamori's Environmental Thought. By taking one of these five courses and participating indiscussions with group members, students learn Inamori's Environmental Thought and what they should understand and act upon for the sustainable society in near future.

This paper examines (1) what kind of "role" students play in cooperative learning, and (2) what kind of "stumbles" they face in their learning in a students-centered education as part of the general education of a university. The role is one of the very important viewpoints in learning theory, and students cannot develop their learning without various stumbles, compromises, and even failures as well. In this case, students faced three stumbles“, Gap between students, " "Making their activity autotelic", and "Downward revisions of their learning target". In these stumbles, to bring students' various opinions to a better conclusion, a student tried to explain his own opinion to make the other members consent, and another student tried to coordinate members' various ideas in discussion in class time or various schedules to meet for discussion outside the class time. It is thought that they tried to take a suitable role and to play it, but they could not do it well. In these stumbles they tried to change their role to make the idea of their group advanced in the class, or tried to acquire the ability to overcome the stumbles at other classes and internships after this class had ended, or evaluated the stumbles affirmatively and assumed the stumbles to be an index of their learning and life afterwards. Through this case, we can see that these stumbles offer opportunities for students to be autonomous and cooperative subjects on their learning. So, a stumble is not a "failure of learning" or "what the teacher should exclude". The stumble offers the possibility that the general education curriculum can be reconstructed from the viewpoint of students' learning.

Japanese articulation of higher education with high school education has depended upon entrance examinations of each university. It is very particular compared with other industrialized countries. As younger population has been decreasing since 1992, selective powers of universities to applicants have declined. Japanese system of the articulation has faced a turning point, and must introduce a new test to evaluate level of general education in high school.

[Abstract] The purpose of general education of physics should be to let students to learn how to conduct experiments and how to think logicaly on experimental facts. For this purpose, it is essential to construct a logic based on experiments which is able to be carried out by students. This requirement, however, is not consistent with the current education in Japan in which students are forced to remember a wide range of achievments of modern physics without logics. In order to reconsider general education of physics, we analyze Maxwell's concept of electrical charge and current in which he construct logics based on experiments. Maxwell's experiments are, in principle, possible to be carried by students. [要約] 一般物理教育の目的は、学生に実験法とその実験に基づいた操作的な論理を学ばせることにあるはずである。このためには、学生が学ぶ論理は学生自ら行うことが可能な実験に基づいて構成される必要がある。しかしながら、これは最新の物理学の幅広い成果を覚えることを主に要請している今日の日本の物理教育とは相容れないものである。一般物理教育の原点に戻るために、我々は学生にも実施可能な実験に基づいて論理構成されたマクスウェルによる電荷と電流の概念の分析を試みた。

Landscape is an important element in environmental studies. There have been already many examples of the landscape education. But there are few examples that examine landscape from historical, biological, and cultural perspectives, proposing the further improvement of landscape. We conducted an educational program that examined river landscape closely from these different perspectives, using the idea of river landscape to improve university general education. In this practice, we used on-the-spot observation of the river, jigsaw method, and poster session. This educational program was effective in acquiring the multipronged view of river landscape and the rise of the concern for river landscape.

The subject “physics” in university general education has degraded itself since it becomes the collection of knowledge without logic. It is far from our goal of general education of learning the way of operational thinking on the base of experiments. For this goal, it is important to learn the sense of dimensions of various objects and time, and thus to understand the system of units. (和文） 大学の基礎教育での物理学は知識の寄せ集めになっており、我々が物理教育の目的と考えている「実験に基づいた考え方を学ぶ」こととはかけ離れている。この実験に基づいた考え方において特に重要なことは、さまざまなモノの大きさと時間の感覚である。その感覚を養うためには正しい単位系の理解が必要である。

現在近畿大学理工学部の初年度における物理教育を行うにあたって、教員の間に科学、数学、技術にたいする考えかたに食い違いがあるように思われる。物理教育の質を向上させるためには考えかたに対するコンセンサスが必要であろう。本稿では、合衆国におけるプロジェクト2061 [1] という取り組みの一環として出版されたScience for All Americans [2] の最初の1章から3章までの翻訳を行った。1章では「科学とは」、2章では「数学とは」、そして3章では「技術とは」何かを考察している。文化の違い故に必ずしも合衆国における考え方がそのまま日本で、特に近畿大学で、有効であるとは限らない。しかしながら、本稿が科学、数学、技術とは何かを再考する機会を提供することを希望する。 (英文） When carrying out the physics general education for the first grade students in Kinki University, there seems to be a divergence of opinion for what is the science, mathematics and technology among faculty members. We believe that it is necessary to establish a consensus on this issue to improve the quality of education. We introduce the project in USA, called "Project 2061", by translating the first three chapters of "Science for All Americans" to Japanese. Due to the difference in culture, useful ideas in USA might not be the case in Japan. We, however, hope to provide an opportunity to reconsider what is science, mathematics and technology in physics education.

This article discusses the reformations of general curriculum that Alverno College in Milwaukee, Wisconsin, have made since 1969. The characteristics of the curriculum are as follows.（1）The goal of the curriculum is to go beyond knowing to be able to do the eight abilities which are communication, analysis, problem solving, valuing in decision-making, social interaction, developing a global perspectives, effective citizenship, and aesthetic engagement.（2）These abilities or learning results derive from the consideration of the problems that the graduates would encounter after undergraduate education.（3）As a result of introducing the abilitybased curriculum, the teaching methods of the faculty were forced to change from their lectures to students' performances.（4）The faculty designed the general framework of of six developmental levels in order to assess the learnings of the students.（5）Using a variety of portfolios, the students are expected to reflect on what they learned.（6）The administration of Alverno College took the leadership of the reformations and made arrangements for the faculty to learn the new teaching methods by setting up Faculty Institute, Assessment Center, and so forth. The author believes that the success of Alverno reformations was caused by both mutual consent among the faculty and the backward design approach to curriculum.

The purpose of this study is to define the formation process of general education curriculum in the beginning of the New University System. It is already well known that the Educational Reform introduced general education after the Second World War. There were various problems related to its introduction in the university. For example, teachers of general education course were lacking and the Ministry of Finance reduced expenditure of general education course. However, there were more important problems than those. The most important problem was the years required for graduation of general education course. The reason was that introduction of general education meant a decrease in the level of technical education. Of course, Kyushu University faced the above-mentioned problems too. So, a committee which was to ready a new system for the university was established in Kyushu University. The committee was named "New University System Preparatory Committee" ("Shin daigaku seido jyunbi iinkai"). The committee discussed how to include the necessary period for graduation of general education course while protecting the period required for graduation of technical education course. As a result, the departments of science, agriculture and technology decided that the required period for graduation would be two years. The reason was that they thought of general education as elementary knowledge. And the departments of literature and law decided that the required period for graduation would be one year. The reason was that they thought of general education as extensive knowledge

In 1991 the Standard for the Establishing a University were revised to abolish the distinction between general and specialized education in response to a report of the University Council. Since then, universities have been struggled with how to organize general education system. But, general education is not achieved only through the formal curriculum reform, but through reading behavior of students. The purpose of this survey is to investigate the relationship between the reading behavior and reference groups of the period of graduate's attendance at Niigata University. Surveys are designed to mirror the reading behavior of their schooldays and that of now. Main finding is that the reason why young generation does not read books depends on a matter of individual taste of their generation, but at the same time reference group to read books among them died out of itself. So university teachers should not only guide reading book list, but also organize reference groups to cultivate the habit and method to read.

小論では、筆者がこれまでに担当してきた、CALLを中心として展開される一般教育英語科目「英語B-2]の授業実践を、2003年度前記に学生に対して実施したｱﾝｹｰﾄ結果を参考にしながら振り返ることで、そのいくつかの問題点を明らかにし、今後のCALL授業の方向性を議論していくことにする。, In order to make more effective and fruitful the CALL class which is categorized as "English B-2" subject for the general education in Kumamoto University, we need : 1)properly assigning students work-load of the main material software, 2)making the best use of auxiliary (analogue) materials, and 3)evaluating students not only through their command of English, but also through such factors as their attendance at the class, the extent of their endeavoring, their positive attitude to utilize the CALL system, etc.

本研究では, 全国の国立の教員養成系大学・学部において一般教育として開講されている「情報に関する教育」の現状を調査するため, 各大学・学部で開講されている講義や演習の開講目的や講義内容をシラバスから調査した。その結果, 「教育実践的な視点」から扱った講義や演習, さらに「審議会答申等や学習指導要領の理解」および「情報に関する教育の位置づけや目標・内容」などを扱った講義を行っている教員養成系大学・学部は, 全国的に見てほとんどないことが明らかになった。, The authors investigated the aims and contents of lectures or seminars given at national teacher training colleges and faculties in order to know the present state of the university level general education of information technology through their syllabus. Consequently, it became clear that there is almost no college or faculty which gives lectures or seminars concerned with 1 the information technology education from the viewpoint of the practical education, 2 the understanding of reports of councils inquired by the Minister of Education and of the course of study, and 3 the understanding of the positioning, the aims and contents of the information technology education.

I tried to improve lecture (on Geoscience) with out-door excursions in Niigata University, and here summarize the experiences. Three themes were selected and carried out. The three theams for out-door lecture were 1) Learning of rocks by collecting abondant rocks, minerals and fossil specimens in the campus of Faculty of Science, 2) Exercises on the beach of Japan Sea, and 3) Searching for relic trees and plants (living fossils) in the whole campus of Niigata University. This style of learning is very effective in studying natural sciences. Because most students have little such experiences during high school education in Japan. This class gave students very fresh impressions and encouraged them to learn related topics spontaneously. My phylosophy of education is the same as the following saying : to teach is to give emotion.

All professors in Japanese colleges complain about the spiritlessness of students in the class irrespective of subjects taught. In order to stimulate their sense of participation, an interactive lecture is absolutely necessary. Several factors, however, impede interactive teaching of natural science in general education course. As I have already described (Vol. 2, p.143), students are heterogenous as to their curricular background of natural science; we usually teach students both with and without learning experience of a given science subject in high school. Moreover, professors often have as many as 200 students in a class. In this article, an attempt to pursue an interactive class is described. In a nutshell, it is a kind of forced preparation in which students are required to make a report on the subject that contains important viewpoints what professors stress afterwards. Another type of class in which students' reports are used is also described, where they are divided into small groups (up to 8), discuss an assigned issue and present the obtained conclusions.

We teachers generally require students to make reports in case we cannot give examinations for some reasons. I describe herein a way to take advantage of obligatory report-work for the purpose of; 1) encouraging students to have preliminary knowledge of biology, and 2) giving a more effective lecture on the basis of students' preparation. For the sake of convenience, the former and latter subjects are referred to as type I and II reports, respectively. The type I subjects include problems that are not solved without penetrating into deep biological implications of bodily structures and functions. The results of the reports are reviewed and criticized afterward in combination with the focus of lectures. Whereas the type II subjects, which are not directly related with lectures, concern the life of a great scientist such as Louis Pasteur. Preparation for both the types of reports may be superior to that for a lesson done on a fixed textbook because it seems less boring for students.

In 1993 Muroran Institute of Technology completed the reform of the general education system to meet the needs of the rapidly changing time. This paper describes the historical background of the renovation and the objectives and outline of the new education system. It also serves as the introduction to five following papers which are written by the teachers who are engaged in each field of the reformed general education system., 特集 : 新たなる「専門」教育の成果を問う―検証・副専門教育

'Literacy' is originally the ability to read and write, i.e. the competence in manipulating letters (litterae). 'Literacy' has obtained currency and is in use with wider signification than before. 'Literacy' is now employed to mean, various ability and attitude, e.g 'cultural literacy', 'computer literacy', 'information literacy', etc.. Especially 'cultural literacy' is not the competence in accumulating knowledge of various cultures, but the abiliy of critique, including methodology, and is of great importance in university education. In 1997, the Faculty of Humanities (Niigata University) intoroduced the new curriculum of general education (Kyoyo nisyu) into the advanced course. 'Kyoyo nisyu', means a core course for all humanities students, and its aim is to cultivate 'cultural literacy', in other words, the broader perspective of learning and the critical attitude towards his major. A general education course was supposed to be mainly offered for freshmen, but the essential ability of undergraduate students is to acquire 'cultural literacy'. And 'cultural literacy' is not fostered by accumulation of knowledge, but by trans-disciplinary studying. An excessive concentration on his own major can give rise to losing sight of his standpoint. 'Kyoyo nisyu' can provide students its ability.

Two questionnaires were executed to the students in the senior class in Faculty of Science just before the graduation, i.e., in Feburary 1996 and 1997. The students in the senior class in 1996 received the general education before the curriculum reformation in Niigata University, and those in 1997 received the general education after it. All students received the special education in a transition period of the curriculum reformation in Faculty of Science. These two questionnaires clarify the degree of achievement of the reformed general education and suggest how to improve the general education and the special education further.

A questionnaire for improving class quality was conducted over all subjects of general education in the first term of this school year, following the trial of class evaluation questionnaire conducted at the end of the last school year. Items of the questionnaire were adjusted to different class styles; lecture, exercise, experiment, practice and training. But three common points encompassed by the questionnaire are (1)difficulty in achievement in class, (2)students' consciousness and attitude toward learning, and (3)students' rating of teaching. Many students pointed out that lack of basic related knowledge is the reason for difficulty in achievement in class. The most serious problem for them is deficiency in reviewing and preparing for a lesson. More than 60% of students have no study hours at home for a regular lecture class. This fact demonstrates the shortcoming of the credit system.

Most teachers in charge of teaching biology as a subject of general educational course in colleges are usually confronted with the inevitable problem, namely teaching a mixture of students in terms of their background knowledge: one group of students includes those who have already had fundamental knowledge of biology to a considerable extent while the other involves students without such a background. The best solution of this problem would be to provide two different levels of lectures after segregating them into two groups. Such reform, however, cannot be done immediately. Under these circumstances, I herein describe a possible way of lecture that would be acceptable to both of these two groups. The lecture of this kind has actually been put into practice for these two years. This article deals with: 1) the analysis of the relationship between the curricular background of students and their actual scholastic ability; this analysis is at the same time essential for setting the level of lecture to be given 2) a possible manner of lecture which would be acceptable to most students irrespective of their background knowledge of biology, and 3) the evaluation of such lecture on the basis of the marks they finally got and the results of a questionnaire survey.

The typical characteristics in physics is that it has been developed through the way of both theory and experiment compensating each other, and so the physics education program consists of two teaching forms, Lecture and Experiment. In General Education curriculum, however, the position and valuation of Experiment hours are not well established yet even today. The present report describes physics experiments that have so far been carried out for General Education, and searches for the direction of improvement and development of teaching materials.