Action Research on Independence of Life and Participation into Social Community as for Lifelong Education for the School Graduates with Severely Handicaps.

重度残疾学校毕业生终身教育生命独立与参与社会的行动研究。

• 批准号: 05610181
• 负责人: FUJISHIMA Shota
• 金额: $ 1.47万
• 依托单位: Miyagi University of Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1993
• 资助国家: 日本
• 起止时间: 1993 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-05610181/
• 关键词: LIFELONG EDUCATION; COOKING ACTIVITY; INDIVIDUAL TASK LEARNING; GROUP OF VOLUNTARY LEARNING ACTIVITY; VOLUNTARY; サポートシステム; 進路; 重度障害者; サポート・システム

We investigated the following points at the final year during research period.1.Until the current year, we have composed a voluntary learning group that has consisted of the school graduates with severely handicaps. And we have performed the action researches from setting the cooking activities and the individual learnings in focus of their problems in the educational interaction.2.As a result of the action researches, we suggested the necessity to having a point at the intellectual learning about their daily life, after they ended the school education.3.And it was evident, in case of the situation that performed the activities independently, it is important that the assistants thought about their own interaction independently, without the command, the direction, and the compulsory.4.The other side, the graduates who have severely handicaps usually spend the monotony life in the vocational training facilities or welfare institutions. On account of the situation, if we think about their social adaptation, it suggested the importance to guarantee the occasion of their lifelong learning.5.In addition, such the action researches investigated the condition that accomplishes the intellectual learning for their daily life appropriately ; essentially it should accomplish at the school education.6.Standing on these points, we composed the final report.

在研究期间的最后一年，我们调查了以下几点：到今年为止，我们已经组成了一个由严重残疾的学校毕业生组成的自愿学习小组。并针对烹饪活动和个体学习在教育互动中存在的问题进行了行动研究。作为行动研究的结果，我们建议在他们结束学校教育后，有必要对他们的日常生活进行智力学习。很明显，在独立进行活动的情况下，重要的是助手们独立思考自己的互动，而不是命令、指示和强制性的。另一方面，严重残疾的毕业生通常在职业培训机构或福利机构度过单调的生活。鉴于这种情况，如果我们考虑到他们的社会适应，这就表明了保证他们终身学习机会的重要性。此外，这样的行动研究为他们的日常生活适当地完成智力学习考察了条件；从本质上讲，它应该在学校完成教育。基于这些观点，我们写了最后的报告。

项目成果

藤島省太、門田亜希子: "養護学校卒業生を中心とした自主学習活動グループにおける教育的係わり合いについて(1)" 日本特殊教育学会第31回大会発表論文集. 31. 220-221 (1993)

Shota Fujishima、Akiko Kadota：“以特殊教育学校毕业生为中心的独立学习活动团体中的教育关系（1）”日本特殊教育学会第31届年会记录31. 220-221（1993）。

Shota Fujishima, Akiko Kadota: "Educational interaction in voluntary learning group mainly consisted of graduates of school for mental retarded children (2)" 31th conference of the Japanese Association of Special Education. 222-223 (1993)

藤岛翔太、门田明子：《以智障儿童学校毕业生为主体的志愿学习小组的教育互动（2）》日本特殊教育协会第31次会议。

門田亜希子、藤島省太: "養護学校卒業生を中心とした自主学習活動グループにおける教育的係わり合いについて(2)" 日本特殊教育学会第31回大会発表論文集. 31. 222-223 (1993)

Akiko Kadota、Shota Fujishima：“以特殊需要学校毕业生为中心的独立学习活动小组中的教育关系（2）”日本特殊教育学会第31届年会记录31. 222-223（1993）。

Shota Fujishima, Akiko Kadota: "Educational interaction in voluntary learning group mainly consisted of of graduates of school for mental retarded children (1)" 31th conference of the Japanese Association of Special Education. 220-221 (1993)

藤岛翔太、角田明子：“以智障儿童学校毕业生为主体的志愿学习小组的教育互动（1）”日本特殊教育协会第31次会议。

Akiko Kadota, Shota Fujishima: "Action research of attempt to transform Molar sign-sending and sign-receiving behavior to synthetic sign-sending and sign-receiving behavior using Hiragana letters" 32th conference of the Japanese Association of Special Edu

角田晶子、藤岛翔太：“尝试将磨牙的符号发送和符号接收行为转变为使用平假名字母的合成符号发送和符号接收行为的行动研究”日本特殊教育协会第32届会议