We investigated descriptions of foreign invasive species in textbooks of Living Environment Studies in elementary school, Science in elementary school, Science in junior high school, and Science in high school. Additionally, we investigated the respective curriculum guidelines and their related commentaries. Results reveal no explanation specifically addressing invasive species in the curriculum guidelines of Living Environment Studies or Science in elementary schools. In junior high school, Science includes descriptions that include invasive species in curriculum guidelines and their related commentaries. In high school Science, textbooks introduce invasive species as a subject matter to study developmentally and in an exploratory manner. Textbooks show that learning contents are presented in higher order according to higher grades. However, some room remains for consideration because no formal basis exists for learning about invasive species. We would welcome more research to be dedicated to expanding education about foreign invasive species in educational environments.

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生活科の学習における，思考力，判断力，表現力等の育成にあたっては，幼児期の教育，低学年の各教科等，中学年以降の学習とのつながりを踏まえた学びの展開が想定されている．本研究では，これらのつながりについて，科学の視点から生活科の教科書の内容を含むいわゆる朱書書を対象として調査・整理した．その結果，幼児期の領域「環境」の数量・図形および低学年の教科算数とのつながりでは，「数と計算」「測定」を中心に，観察の観点として取り上げられる傾向が確認され，数学的な見方へとつながることが示された．領域「環境」の科学につながる内容および中学年以降の学習である理科とのつながりでは，生活科の学習を通して幼児期から児童前期の素朴な気付きが，思考された気付きや認識的な気付きへと高まり，ものの「理」を紐解いて視る力である理科の見方・考え方へとつながっていくことが示された．

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本研究は,教員養成学部において,授業力向上のために附属学校などの授業風景を動画コンテンツとして発信するVOD(Video On Demand)システムを構築し,授業実践を通して,それらの活用効果を確認した.システムの概要は,映像コンテンツを管理するサーバと,配信を行うストリーミングサーバ,映像コンテンツの管理ソフトウェアから構成されている.実践の結果,VODシステムを活用することで,指導技術の習得に効果があることが示された.また,動画コンテンツの質の向上に関しての課題も明らかになった.

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Rather than focusing on adult, teenage or child anime, this paper analyses Soreike! Anpanman, a popular anime for toddlers (1-4 year olds) in Japan. Anpanman, with its prodigious gadgets market, has become a fixture in daily life. Childcare institutions and parents appreciate its "educational features". In this essay, I first analyze Anpanman as a text, defining its value system which earned it such positive acceptance. Second, I indicate what kind of discursive and non-discursive possibilities /limits are implied in its specific hierarchy of values, and how they can be related to the socializing process of infancy.
　The cartoon series depicts the eternal struggle between the hero Anpanman (Bean Bread-Kid) and the anti-hero Baikinman (Bacteria-Kid). Anpanman is the flying patrolman of the community's order (groupism, food-organic life, work) , while Baikinman is the aggressive threat to it (egoism, germ-mechanical life, leisure). The community, labelled as minna (everybody) and nakayoshi (amicable, chummy) , is the resource of legitimation/delegitimation and inclusion/exclusion of the characters' actions. In actuality, the specific personification of minna's ultimate authority is the only male human character, the always smiling old chef-baker Jamojisan (Uncle Jam). He is the father-creator of Anpanman, the patriarch who retains both the legislative authority and the executive power.
　I interpret the kid-characters Anpanman and Baikinman as "still unrealised human possibilities" - the positive one necessarily determined by the exclusion of the negative one - and the adult human character Jamojisan as the legitimated, but unilateral realization of these opposing possibilities. Such a value system can be read as a symbolical socializing process proposed to the infant viewer, and has a great similarity to the socializing process children undergo in childcare institutions.
　Furthermore, in regard to the more general and practical dimension of socialization, due to the limited autonomy of the infant viewer in the access, choice, and use of Anpanman-products, I also point out the necessary interrelation of infants, childcare institutions and parents: this will be the core of my future research.

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1959年1月、日本初の教育専門局として開局したNHK東京教育テレビジョンは2019年で60年を迎える。当初は学校放送番組や語学番組などの講座番組が中心であったが、1980年代には社会全体が生涯学習を志向するようになったこともあり、子ども向け番組や、社会人そして高齢者を対象とした番組が増え、90年代からは「ゾーン編成」が取り入れられる。2000年代になると、さらに多様な番組を展開するとともに学校放送番組や趣味実用番組を中心に、インターネットへの展開を積極的に進める。2009年、教育テレビ開局50年には「ETV50 学ぶ冒険」をテーマに特別番組やイベントを開催。2011年には「Eテレ」という愛称を採用、「未来を志向するチャンネル」として番組を改変、2017年からは「みつかるEテレ」をキャッチコピーとして、さまざまなキャンペーンやイベントを展開している。本稿では教育テレビ60年の歴史を、各年度の「国内放送番組編集の基本計画」と放送番組時刻表を基に、NHK放送文化研究所の調査や論考、教育テレビ開局周年記念番組の内容などを参照しながらみていく。

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In the "English Education Reform Action Plan for Globalization" issued in December 2013, the Ministry of Education, Culture, Sports, Science and Technology announced it will start reinforcing students’ English abilities for communicating Japanese culture to the world, and promoting international interaction and volunteer activities. On the other hand, upgrading education to raise identity of Japanese is also mentioned. To be specific, students must learn how to communicate Japanese traditions and culture to others in English. However, without the assumption that they have the ability to understand and respect different cultures, it could end up in one sided pushing of Japanese culture, and two-way communication would never be built up. This article will firstly study the necessity of "intercultural sensitivity" education in elementary school. Secondly, it will closely examine the contents of "language and culture" which are treated in the common textbook, "Hi, friends!", and refer to its quantitative and qualitative deficiencies in cultural matters. Then, several unique teaching materials devised to encourage children to deepen their awareness of "language and culture" will be proposed. Finally, this paper will review the significance of elementary school foreign language activities as a starting line for fostering children with global views.

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This study aimed to examine the history and current state of elementary school childrens’ textbook descriptions regarding the management after breeding an alien species, specifically crayfish, in living environmental studies. The study analyzed 112 childrens’ textbooks and 60 teachers’ guides.

Three main points were identified.

(1) Childrens’ elementary school textbooks have evolved from having no mentions of crayfish or recommending that they be abandoned outdoors to recommending continued breeding over the past 30 years.

(2) Regarding the teachers’ guide description, recommendations to abandon crayfish outdoors have decreased and recommendations to continue breeding have increased over the past 20 years.

(3) The description of the childrens’ textbooks sometimes differs from the teachers’ guides, including those published simultaneously by the same publisher.

In those cases, both descriptions complement each other to facilitate smooth teaching.

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The living/learning environment in an advanced case of inclusive education and the actual activities of autistic children and reviews by graduates give insight into the design of inclusive environments. The results showed that adjusting the distance between children with different paces, buffer spaces, and using the same living lines contributed to the implementation of inclusive education. It can be said that the characteristic of inclusive environments is that they aren’t recognized as being special, and that learning environments appropriate to each developmental stage under a consistent educational philosophy from early childhood to school age form the foundation of inclusive education.

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