We made the survey to evaluate effects of practical experiences of environmental education using big tree in elementary school on teachers’ perceptions. The survey was done at four elementary schools where a big tree was growing in the school grounds. We compared perceptions of teachers without practical experiences with perceptions of teachers with practical experiences. From the results obtained in this study, we understood that many teachers think of a big tree as local property and the imminent existence that always watches them, and had practiced the environmental education using imminent trees except the big tree. Therefore, we concluded that it was necessary to have some skills to affect the environmental education using trees, deepen a sense of closeness close to frequency to a big tree and find value widely for improvement of the practice will of teachers for the environmental education using the big tree. On the other hand, when there is not a big tree in school grounds, we understood that it was important that teachers practiced an environmental education using imminent trees. We thought that improvement of teachers’ perceptions for the environmental education using trees and the knowledge is important.

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滋賀県高島市朽木地域に成立するトチノキ巨木林の立地環境を，自然環境と人為環境の双方に着目して明らかにした．調査谷には230個体のトチノキが生育し，そのうち47個体が巨木であった．トチノキの巨木は，下部谷壁斜面と上部谷壁斜面の境界をなす遷急線の直上，および谷頭凹地の斜面上部に多く分布し，小・中径木と比べて谷の上流側に分布が偏って樹林を形成していた．すなわち，トチノキ巨木は安定した地形面に生育していると考えられる．また，朽木地域のトチノキ巨木林は，炭焼きや刈敷の採集などの人為攪乱が頻繁に及ぶ山林の中に成立していた．トチノキは伐採が制限され選択的に保全されてきたが，巨木林の成立には個人の選択が強く関わり，巨木林が成立する谷としない谷が分かれてきた．以上により，本地域のトチノキ巨木林は，地形面の安定性と選択的な保全，他樹種に対する定期的な伐採が維持される環境下で成立したものと考えられる．

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This study deals with the subjects for the method of big tree protection, and observed the availability of the big tree for the environmental education at the elementary school. This study is a fundamental material to develop a future big tree protection. The girth of a big trees is 300cm or more. In this study, we have examined the consciousness of graduates to big tree at elementary school playground at Omigawa town in chiba. And the relation between their experiences with the big tree at elementary school playground and the improvement of contact with nature experienced at junior high school and the others. As a result, many graduates often approach the big tree during school hours at elementary school. Many graduates hope the big tree protection as the symbol of their elementary school. The frequent approach to the big tree at the elementary school enhances the attachment for it, and contributes to the improvement of contact with nature of a tree experienced by graduates. But they do not make frequent contacts with nature of a tree at junior high school than the other places.

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The survey was conducted to evaluate the effect of environmental education, using big and tall trees in the period for integrated study in a lower secondary school, on the students’ contact behavior with nature. In the month of May prior to the conduct of environmental education, the students were asked questions regarding their experiences of contact behavior with trees under several topics such as “climbing a tree” and “touching a bark.” Thereafter, environmental education was conducted in the period for integrated study for a year. At the end of the learning, the same survey was conducted for both the students who selected the “Let’s plant a tree nearby” course and those who did not, and the results were compared. Responses to the questionnaire showed that there was no significant difference between the students who chose the course and those who did not with regard to the frequency of contact behavior with nature, at the beginning of the learning. However, at the end of the learning, we discovered that those students who selected environmental education were more active in their contact behaviors than those who did not, which implicated that experimental study using big and tall trees would have a positive effect with regard to encouraging contact behavior with trees in everyday life.

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This study aims to consider the change in value cognition of tree of city and clarify the species and the location of valuable trees in case of Osaka from the Edo Period to the present day. The sources to obtain data necessary for analyzing what the valuable trees were like are the lists of them contained in some publications focusing on famous tree in the Edo Period, the pre-modern age, and protected trees and giant trees in the modern age and the present day. The analyses of the lists made it clear that the value of tree of city was placed on object of appreciation in the pre-modern age and object of conservation as natural treasure after the modern age, and is placed on symbol of nature in the recent day, that the most valuable trees were changed from pine and cherry tree in the pre-modern age to camphor tree after the modern age, and that it has been unchanged shrines and temples are the major location for valuable tree all the time since the Edo Period.

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We conducted a study to examine the effects of the frequency of children's approach to a big tree in the school ground and their attendance at environmental education classes on their perceptions. The subjects of the study were two elementary schools with a big tree in their campuses. From the results obtained in this study, frequency of approach and attendance at environmental education classes were found to be related and had an effect on children's perceptions of the big tree and contact with nature. However, when the frequency of approach and attendance at environmental education classes were not related because of the location of the big tree, the children's perceptions of the big tree and frequency of approach were strongly related. Further, a strong relationship was observed between contact with a tree located near the area of daily activities and attendance at environmental education classes that used the big tree as subject matter. Accordingly, teachers should be more conscious about the importance of environmental education, and planning layouts with a future vision is important while installing playground equipment or planting trees in schoolyards.

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We made the survey to evaluate effects of environmental education on the elementary school students consciousness to a big tree, and the contact behavior with nature in daily life. The survey was done at three elementary schools where a big tree was growing in the center of school grounds. As a result, it turned out the students who had attended environmental education course using a big tree approached the big tree more frequently than those who had not, and they were expected to improve their consciousness to protect big trees in the future. From the results obtained in this study, it was concluded that environmental education with big trees is effective in the improvement of the student's consciousness to big trees and enhancing the contact behavior with nature of students to the trees. It is important to make an opportunity letting the elementary school students experience environmental education with big trees. It was found out that a teacher who more frequently carried out environmental education could raise an elementary school student's consciousness to big trees. Therefore, we concluded that it was necessary to improve teacher's consciousness and knowledge for the importance of environmental education.

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本論では, 日本民芸運動を事例にして, 日本の植民地という状況下において支配する側にいた人々が, 他者をどのように概念化し, 記述し, 理解しようとしたかを検討することで, 文化表象, ことに物質文化の表象について考察する。「民衆的工芸」=「民芸」という概念は, 大正時代末に柳宗悦を中心とする民芸運動によって作られた。流通機構の変化や機械生産の導入などにより衰退していた, 地方の手工芸による日用生活用品を取りあげて「民衆的工芸」=「民芸」と名付け, それらのもつ美的価値と, 「地方性」, 「民衆性」という性質から, 真正なる日本文化を示すものであると主張した。民芸運動の活動は, 日本が植民地支配下においていた中国北部においても行われ, その言論は, 日本の中国支配, さらには「満州国」や「大東亜共栄圏」を支持するものとなっていった。ここでは, 中国北部の民芸運動の中心人物であった吉田璋也と, 中国での運動から距離をおいていた柳宗悦の言説を比較し, 異なる文化を尊重することから始まった民芸運動が, 日本の植民地支配を支える方向に向かっていった原因が, 柳の民芸論に内包されていたことを明らかにする。そして, 文化表象には創造性と支配の2つの側面があること, 異文化表象の政治性を批判するだけでなく, 文化表象の創造性を問うことで文化表象についての議論が新たな方向に向かう可能性を示唆する。

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