1959（昭和34）年1月10日（土）に日本初の教育専門テレビ局として開局したNHK教育テレビは、2019年で開局60年を迎えた。現在では唯一の教育専門局として「教育番組75%以上、教養番組15%以上」という編成比率で放送を続けている。NHK教育テレビ60年の変遷をみると開局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。1980年代になると、社会全体が高齢化、生涯学習を志向するようになり、社会人向けや高齢者向けの生涯学習番組が増加していく。1990年代には対象を明確にして放送枠をまとめる「ゾーン編成」が取り入れられると共に子ども向け番組が増える。そして2000年代になると多様な視聴者に向けて、多彩な趣味実用番組や教養番組、福祉番組などが放送されると共に、インターネットへの展開が積極的に進められるようになる。「教育テレビ60年」を扱う本シリーズでは、開局40年の際に放送文化研究所で16に分類したグループ分けに基づきつつ、3回シリーズで番組グループごとの変遷をみる。記述にあたっては各年度の『NHK年鑑』、「国内放送番組編集の基本計画」「番組時刻表」と共に番組制作者、編成担当者の記録を参照する。シリーズ第1回の本稿では『高校講座』『大学講座』『教師・保護者向け番組』『語学番組』の4グループについて、放送時間帯や放送内容時間の変遷だけでなく、視聴者の学習スタイルの変化や、番組の演出の変容も含めてみていく。

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The relationship of body temperature to movement and daily life in a nursery was examined in 181 children at a day care center, and the importance of body temperature to the life and health management of the children was evaluated. (1) The children were divided into three groups. Group A comprised 28 children (15.5%) whose body temperature exceeded 37.0 degrees at 9:00 a.m., and whose average temperature was 37.19 degrees. Group B comprised 127 children (70.1%) whose body temperature ranged from 36.0 to 37.0 degrees, and whose average temperature was 36.48 degrees. Group C comprised 26 children (14.4%) whose body temperature was under 36.0 degrees, and whose average temperature was 35.58 degrees. (2) Children in Groups B and C, whose temperature was under 37.0 degrees when they arrived at the day care center, showed a temperature rise after movement and play in the morning. On the other hand, the children in Group A, whose temperature exceeded 37.0 degrees, showed a decrease in temperature in spite of walking an average of 3209 steps per person in the morning, which was about 200-400 steps more than Groups B or C. (3) Keeping early hours, having regular bowel movements after breakfast, and walking to school help to raise children's body temperature when they reach school. This temperature increase assists mental and physical warming up, encourages efficient exercise, and aids better release of energy. If more steps are taken to improve the quality of exercise after 3:00 p.m. as well as in the morning, problems such as children needing snacks before supper or going to bed late will be solved. The children will become hungry after playing and will be ready to eat supper at the right time. At night they will feel moderately tired and become sleepy around 8:00 p.m.. Recently there has been a rapid increase in the number of children who tend to watch TV or play video games while eating snacks before their parents come home, and this is exactly what needs to be addressed in order to improve juvenile health in modern life. In conclusion, physical exercise and play are considered important in children for activating the autonomic nervous system, which controls body temperature.

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The purpose of this study is to clarify teacher's practical knowledge of curriculum design by examining a case study of teacher's unit design. In the Curriculum study, applies the focus to a famous pedagogist and teacher is not researched so much. Also, in the teacher's knowledge study, teacher's knowledge for lesson study has been not enough studies the knowledge of curriculum design, because the teacher was regarded as a curriculum user, not a curriculum designer. But, to expand school-based curriculum development, it is necessary to examine the teacher's knowledge. In this case study focused on one teacher's process of unit design. The teacher's name is Mr. Yukio Yoshimoto. He is a famous as curriculum designer especially integrated study. I have been observing how he designs the curriculum for five years. His curriculum design reflected his belief and intuition. I considered his practical knowledge by his narrative. At the interview, I asked how the curriculum designed with his belief and educational view. The question of the interview was pulled out from a unit table (syllabus) and writing written by him. In addition, I examined the film of his teaching practice. As a finding of this case study, the practical knowledge is characterized as the three points, because Mr. Yoshimoto had used practical knowledge, which differs according to the situation. Following three points: (1) Method knowledge: It is original method to design the curriculum. For example, Mr. Yoshimoto made much of an encounter with children and professionals. He accumulated and maintained the original method as knowledge. (2) Personal knowledge: This knowledge is derived from his personal experience: his teaching experience and idea that affects his practice. For example, Teacher Yoshimoto was influenced from John Dewey and Kunio Yanagida. (3) Evaluated knowledge: This knowledge is used when teacher reflects his practice. In this study, Mr. Yoshimoto was evaluating his practice by his original words. What he evaluates is the point where his sense is found out. Real situation, these three knowledge appear randomly. However, this study founded possibility of transmission of teacher's knowledge to the novice teachers. For example, it can be assumed that the expert teacher explains the unit table while writing the point when teacher's works shop. As mentioned above, teacher's practical knowledge can not be separated from the teacher's inner side. This case study will trace the curriculum vitae of the teacher who created the curriculum. To improve this study, it is necessary to do a further examination of teacher's vitae.

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