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高校家庭科におけるさをり織りを用いた障がい者理解に向けた取り組み―外部連携・ICTを活用したダイバーシティ教育―
http://hdl.handle.net/10083/0002000213
http://hdl.handle.net/10083/00020002136a4b0b67-4c98-4eef-9baa-ee0c479de03c
名前 / ファイル | ライセンス | アクション |
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02_p11-21.pdf (1.6 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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公開日 | 2021-08-05 | |||||||||
タイトル | ||||||||||
言語 | ja | |||||||||
タイトル | 高校家庭科におけるさをり織りを用いた障がい者理解に向けた取り組み―外部連携・ICTを活用したダイバーシティ教育― | |||||||||
タイトル | ||||||||||
言語 | en | |||||||||
タイトル | ‘SAORI’ and home economics in building understanding of disabilities: Utilising ICT and external cooperation in diversity education | |||||||||
言語 | ||||||||||
言語 | jpn | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Disabled people | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Diversity | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | High School | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Home economics | |||||||||
キーワード | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | SAORI | |||||||||
資源タイプ | ||||||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||
タイプ | departmental bulletin paper | |||||||||
アクセス権 | ||||||||||
アクセス権 | open access | |||||||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
著者 |
葭内, ありさ
× 葭内, ありさ
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抄録 | ||||||||||
内容記述タイプ | Abstract | |||||||||
内容記述 | This study investigated how one second-grade (second-year) Japanese high school home economics class aimed to nurture respect for diversity by increasing students’ awareness of disabilities. It also aimed to explore how information and communication technology (ICT) may foster communication about diversity. Participants were 120 students (aged 16–17) from a Tokyo high school. Three classes (40 students each) collaborated with a metropolitan welfare institution for adults with intellectual disabilities. Adults from the institution produced ‘SAORI’, a type of hand-woven fabric expressing the weaver’s personality, as part of their vocational program. Students used the Internet to overcome distance between the high school and the welfare facility during the study. Internet technology allowed students to communicate with the SAORI-making adults and the facility staff, as well as to increase the ability of students able to communicate remotely to work on their projects. The students made clothes using the SAORI fabric and produced short videos about their work that were simultaneously screened at the welfare facility and at their school with questions and discussion via Internet chat. The survey of the students found that they deepened their understanding of diversity with disabled individuals. | |||||||||
言語 | en | |||||||||
書誌情報 |
ja : お茶の水女子大学子ども学研究紀要 巻 9, p. 11-21, 発行日 2021-06-30 |
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出版タイプ | ||||||||||
出版タイプ | VoR | |||||||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
出版者 | ||||||||||
言語 | ja | |||||||||
出版者 | お茶の水女子大学子ども学研究会 |