Updated on 2025/04/02

写真a

 
TAKAHATA Hiroshi
 
Organization
Faculty of Education Professor
Position
Professor
External link

Degree

  • 修士（教育学） ( 1993.3   広島大学 )

 

Papers

  • Google classroom and Chromebook as an Educational IT system

    Junji YAMAKAWA, Hiroshi TAKAHATA

    Bulletin of Center for Teacher Education and Development, Okayama University   9 ( 1 )   1 - 12   2019.3

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    Language：Japanese  

    DOI： 10.18926/CTED/56536

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MISC

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Research Projects

  • Improvement of Teacher's Curriculum by Development of General Purpose Portfolio Evaluation System in University

    Grant number：17K18647  2017.06 - 2020.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Research (Exploratory)  Grant-in-Aid for Challenging Research (Exploratory)

    Mase Shigeo

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    Grant amount：\6370000 （ Direct expense: \4900000 、 Indirect expense：\1470000 ）

    In terms of the actual status of teacher curriculum and portfolio evaluation at universities, we identified problems in each category through field surveys at three universities, but we did not go as far as to present a teacher curriculum model based on portfolio evaluation. It was also confirmed that the development of a general-purpose teacher portfolio evaluation system focusing on student autonomy and cooperation, which effectively functions in teacher education at universities, is feasible by utilizing a general-purpose learning support system (LMS) that will be introduced at many universities, rather than relying on the development of a dedicated system. As for the effect of teacher portfolio evaluation, the possibility of combining an electronic portfolio with a real portfolio was shown.

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  • The Improvement of Japanese Classes in Secondery School through Diagnostic Assesment Systems of Critical Reading

    Grant number：15H03503  2015.04 - 2018.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    Mase Shigeo

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    Grant amount：\13910000 （ Direct expense: \10700000 、 Indirect expense：\3210000 ）

    We define the readers who comprehend text critically and reasoningly as productive readers. Today it is important to foster the productive readers in junior high school and high school. 1) First, we reconstructed the model of productive reading to add media literacy to. 2) We developed the system to assess the performance of productive readers in four genre, which are novels, expository texts, Japanese classics, and media literacy. 3) We made set of paper tests and rubric to exam productive reading through the research for the students. 4) In the classes of Japanese teachers training program, we made the them to assess the response of high school students for texts with the rubric. Or in seminar for Japanese teacher, we afforded them to use our assessment system to improve their Japanese classes.

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  • On the Development of diagnosis criteria and the assessment sheet on social competency as a scholastic ability

    Grant number：25381018  2013.04 - 2016.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)  Grant-in-Aid for Scientific Research (C)

    HARADA Nobuyuki, TAKAHATA Hiroshi, NAKANISHI Yoshifumi, UTSUNOMIYA Akiko

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    Grant amount：\4550000 （ Direct expense: \3500000 、 Indirect expense：\1050000 ）

    This study assumed following two basic points to contribute, namely to bring up utilization of the group learning for the enhancement of learning effect and the establishment of the orientation method for the cooperative learning (CL) which as "ueberfachliche Kompetenz" (social competency) should be built up as scholastic ability. First, a method of the effect identification of the CL by John Hattie's "meta-meta-analysis" and the evaluation based on the identification data in Germany, furthermore the evaluation itself of the unification data have been clarified. Second, a trial for similar cases of the class diagnosis algorithm could be built for the evaluation of the quality of CL. Third, an all-inclusive study has been done, such as scholastic ability reform in Germany, the unification of a function and conditions, instruction and the evaluation of CL contributing to "ueberfachliche Kompetenz", the development of a diagnosis criteria and the assessment sheet.

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  • PROGRAM

    Grant number：25381038  2013.04 - 2016.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)  Grant-in-Aid for Scientific Research (C)

    WAIDA Setsuko, HAMADA Hirofumi, TAKAHATA Hiroshi, FUJITA Teruyuki, ISHIHARA Yoko, HAMADA Hirofumi, UCHIYAMA Emiko, SUZUKI Shun, SUZUKI Toshinari, ZHANG Yang, Cakir Murat, ONISHI Keisuke

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    Grant amount：\4810000 （ Direct expense: \3700000 、 Indirect expense：\1110000 ）

    This study examined the existing teacher training systems for the first five years of their career, and proposed professional development programs. Currently, in addition to the first-year official trainings, more local districts provide additional trainings in order to improve their teaching skills. Since new teachers tend to be deeply interested in improving their teaching skills, whitch meets young teachers’ needs. For the individual growth of the teacher, voluntary participation in the professional development programs is effective. However, in local areas, teachers sometimes have difficulty finding such program in the area. Therefore, local universities and the board of education should collaborate to organize professional development programs more broadly. In addition,regularly lesson study sessions within their own schools are considered effective. Many teachers reported that they considered it helpful to discuss about their practice after observing each other’s classrooms.

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  • Developmental Study on Assessment System of Productive Reading

    Grant number：24330246  2012.04 - 2015.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    MASE Shigeo, YAMAMOTO Takaharu, TAKEMURA Shinji, SATO Takeshi, KAWAGUCHI Takayuki, KONISHI Izumi, KAWANO Tomofumi, TAKAHATA Hiroshi, MORITA Youichi, MIYAMOTO Kouji, TAKEHISA Yasutaka, TOMIYASU Shingo, KOTANI Mitsuru, TSUJI Naomi, FUNAHASHI Hideaki

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    Grant amount：\17810000 （ Direct expense: \13700000 、 Indirect expense：\4110000 ）

    We define the readers who comprehend text critically and reasoningly as productive readers. Today it is important to foster the productive readers in high school. 1) First, we constructed the model of productive reading. 2) We developed the system to assess the performance of productive readers in five areas of reading instruction, reading and analyzing novels, expository texts, Japanese classics, Chinese classics and Japanese language. 3) We made set of paper tests and rubric to exam productive reading through the research for the high school students in all five areas. 4) In the classes of Japanese teachers training program at Hiroshima university , we made the students to assess the response of high school students for texts with the rubric, and proved availability of the assessment system for elevating their ability to instruct productive reader.

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  • Development of Teacher Education Program for Solving "the Problem of After Five Years" based on the Cooperation of Teacher College with Local Board of Edcation

    Grant number：21330200  2009.04 - 2014.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    TANZAWA Tetsuro, TAKAHATA Hiroshi, KATO Toshiaki, MIURA Kazunao, KUNIMUNE Susumu, UMEZU Masami, OKABE Mika

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    Grant amount：\9100000 （ Direct expense: \7000000 、 Indirect expense：\2100000 ）

    Development of the teacher in his/her 30's is an important issue which local education community has. In three cities across the country, teacher education programs were developed and practiced, cooperating with a local board of education and local principal's cummunity, and the result was evaluated so that it may not be a critical situation after five years. (This issue was called as "prblem after five years" in this study)
    In all cities, a participant's remarkable growth was seen as a result of the training program, and the effect was confirmed by using the several evaluation methods. Teachers' training organization bacame a independent continued organization after finishing teacher education program.
    It was recommended that the local self-governing body should improve teacher education environment, and teacher college should do plan, practice, and evaluation of the program.

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  • An International Collaborative Study of Competency Model Development and Developmental Model Building for School Teachers

    Grant number：21402041  2009 - 2011

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    TAKEDA Nobuko, NAKADA Masahiro, YANO Hiroyuki, NISHIKAWA Tadashi, KUBO Kenta, HUSEGI Hisashi, SAKATA Tetsuhito, KIUCHI Go, TAKAHATA Hiroshi, TAKAYAMA Sizuko, SATO Hitoshi, ADACHI Hitomi, KAMATA Kazuhiro, WAIDA Seiji, WESTERMAN Wim, JANSMA Frank, KORTHAGEN Fred, SWENNEN Anja, YAMABE Eriko, YOKOSUKA Satoko, IMAI Toyohiko, TSUKIJI Ritsu, AMAMINE Yoko, ITO Ayako, KAMIJO Haruo, SAITO Masahiro, FUKUSHIMA Hirotoshi, MURAI Naoko

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    Grant amount：\20020000 （ Direct expense: \15400000 、 Indirect expense：\4620000 ）

    1) Developed a comprehensive list of competency elements required for school teachers with the cooperation of teacher educators from the Netherlands and Research and Development Centers of Association for Teacher Education in Europe.
    2) Developed several workshop programs for the competency building of teachers, and formulated a new style of teacher education.
    3) Conducted practical implementation of the newly developed programs in several schools in Japan in order to introduce and permeate a different perspective to the educational field ; and analyzed the outcome for the indication of potential challenges.
    4) Edited a workbook for initial and in-service teacher training("Reflection Workbook for Teachers").
    5) Founded the Research Group for Teacher Education and published in its website the products of the study.

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  • The development of a build-up program to foster teachers instructing competences by improving "classroom-learning community"

    Grant number：19530688  2007 - 2009

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)  Grant-in-Aid for Scientific Research (C)

    HARADA Nobuyuki, TAKAHATA Hiroshi, WATANABE Aya, SEKITA Kazuhiko

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    Grant amount：\4420000 （ Direct expense: \3400000 、 Indirect expense：\1020000 ）

    グループ学習を効果的に指導する教師の力量形成を目的に、「学びの共同体づくりを実現する学習集団形成モデル」と「協同の学びを実現する教師の力量形成モデル」のデュアル・システムとして、集団成員の主体的な問題解決力と教師の指導力の二側面から習熟段階を設定し、協同の精神(互恵的相互依存関係)に支えられた対話的交流を促進する授業技法化プログラムを開発した。

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  • Development of Professional Teaching Standards of School Subjects : Based on the Comparative Study among Japan, People's Republic of China, and Republic of Korea

    Grant number：18530716  2006 - 2008

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)  Grant-in-Aid for Scientific Research (C)

    MIURA Kazunao, UMEZU Masami, OKABE Mika, KATO Toshiaki, KUNIMUNE Susumu, TAKAHATA Hiroshi, TANZAWA Tetsuro

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    Grant amount：\3940000 （ Direct expense: \3400000 、 Indirect expense：\540000 ）

    日・中・韓三国の教師教育の制度の現状とその分析を行った。また、10年程度の教職経験者を念頭に置いた教職経験と職能成長に関する調査研究を行い、教師の専門的成長の実態と、その意識を明らかにした。それらをベースに、教師教育スタンダードの内容項目についての検討を行い、教師教育スタンダードとして、「教職スタンダード」「小学校全科スタンダード」「中学国語スタンダード」「中学社会スタンダード」「中学数学スタンダード」「中学理科スタンダード」を作成することができた。

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  • A Comparative Sociological Study of the Effects of Class Size on Teaching, Learning and School life.

    Grant number：16330165  2004 - 2006

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    YAMASAKI Hirotoshi, TANAKA Haruhiko, TAKAHATA Hiroshi, SUDA Yasuyuki, NISHIMOTO Hiroki

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    Grant amount：\9100000 （ Direct expense: \9100000 ）

    (1)Changes of distribution of school and class size of Japanese primary and junior high schools since WW II were examined.
    (2)National wide principal and teacher survey were conducted. Major findings are as followed;
    a)Team teaching was done in the two thirds of primary and junior secondary schools, especially in mathematics and Japanese language. Small group teaching was done in the half of primary schools, especially in mathematics, and also in the two thirds of junior secondary schools, especially in English and mathematics.
    b)Principals and teachers evaluate more positively small group teaching than team teaching. Small group teaching is supposed to be effective for academic subjects. However, coordination among teachers before instruction is considered to be more difficult in small group teaching than in team teaching.
    c)Teaching, learning and student's school life in public junior high school were assessed by teachers. It was found that class size had negative effect on student's learning in math, and also on teacher's teaching in Japanese, Social Studies, Science and English. The smaller the class size is, the easier the teaching, and the more active the students. It was also found that small group teaching method was useful especially in English.
    d)The smaller the class size is, the better quality of students' school life, and teachers' guidance. School size is also important for them, especially at junior high school. Class size and school size have more effect on teacher's life guidance than student's discipline.
    (3)Student survey were conducted in four prefectures. Some 3400 samples of various sizes of class and school were collected. The effects of school, family variables on academic achievement were examined by regression analysis.
    Teaching methods affected strongly on academic achievement; drill study, active interaction between students and teacher, team teaching and small group teaching. Student's ways of family life also gave effects on achievement; punctual breakfast, supper with family members, parent's concern with students, and parent's tastes for high cultures.

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  • 大学生のボランティア学習の評価に関する実証的研究

    Grant number：13871036  2001 - 2003

    日本学術振興会  科学研究費助成事業 萌芽研究  萌芽研究

    畑 克明, 権藤 誠剛, 高岡 信也, 山下 政俊, 清國 祐二, 高旗 浩志

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    Grant amount：\2100000 （ Direct expense: \2100000 ）

    15年度は本研究の最終年度にあたり、大学生のボランティア学習の評価の妥当性を実習報告の分析及びヒアリング調査によって明らかにした。「授業」で「ボランティア」を課すことに対する学生の戸惑いもあったようだが、実際に彼らは体験することによって成長したと振り返る。また授業として設定されていなければ自らボランティアとして活動をしていなかっただろうとも語っている。
    彼らの学びに共通する点は、社会教育施設等で実際に子どもと関わり、施設の専門職員と関わったことにある。中学、高校時代の部活動などを除き、異年齢での活動体験が極めて少ない彼らにとって、子どもと活動をともにするのは新鮮に映っていたようだ。おぼろげな子どものイメージから、多様な子どもの実態把握へと認識が高まった。施設職員の多くは義務教育学校の教員であるため、子どもとの関わりや子ども対象の事業に慣れている。それら職員との関わりは学生たちの進路を考える上でも重要であったようだ。
    現在、「学習ボランテイア基礎」及び「学習ボランテイア実習」はボランテイア体験レポートをもとに評価を行っているが、体験相互の関連性や経験の蓄積を重視した評価システムとしては十分ではなかった。その点で、経験のファイリングをしながら学生の自己主導的な学習を支援するポートフォリオ評価は参考となる。今後、島根大学教育学部では4年間の学部教育の中に1,000時間体験を位置づけることになるが、その基礎としても本研究の意義は大きかった。

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  • Practical Seminar of Educational Reserch A （2022academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch （2022academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch C （2022academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch D （2022academic year） 1st-4th semester  - その他

  • Studies in Extra-curricular Activities （2022academic year） 1st semester  - 月7,月8

  • Studies in Extra-curricular Activities C(1) （2022academic year） 1st semester  - 月7,月8

  • Studies in Extra-curricular Activities C(2) （2022academic year） Second semester  - 月7,月8

  • Methods of Period for Integrated Study D （2022academic year） Second semester  - 月7,月8

  • Student Teaching of Health Care Ⅰ （2022academic year） 1st and 2nd semester  - 火7,火8

  • Student Teaching of Health Care Ⅱ （2022academic year） 3rd and 4th semester  - その他

  • Student Teaching of Health Care Ⅱ （2022academic year） 1st and 2nd semester  - その他

  • Foundations for Student Teaching of School Health Care 2 （2022academic year） 3rd and 4th semester  - 水3,水4

  • Student Teaching of School Health Care III （2022academic year） 1st-4th semester  - その他

  • Foundations for Student Teaching of School Health Care 2 （2022academic year） 3rd and 4th semester  - 水3,水4

  • Student Teaching of School Health Care III （2022academic year） special  - その他

  • Theory and Practice of the Active Learning （2021academic year） Third semester  - 火7,火8

  • Special Studies in Sociology of School Education IIA （2021academic year） Third semester  - 月7,月8

  • Special Studies in Sociology of School Education IIB （2021academic year） Fourth semester  - 月7,月8

  • Lessons for Analytical Skills and its Application A （2021academic year） 1st semester  - 火7,火8

  • Lessons for Analytical Skills and its Application B （2021academic year） Second semester  - 火7,火8

  • The theories of the development of teaching-materials and the instructional desi （2021academic year） 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi （2021academic year） Second semester  - 火3,火4

  • Seminar in Teaching Proffession Practice （2021academic year） 3rd and 4th semester  - 火1,火2,火3,火4

  • Educational System and Society C (1) （2021academic year） Third semester  - 水7,水8

  • Educational System and Society C (2) （2021academic year） Fourth semester  - 水7,水8

  • Educational System and Society DⅠ （2021academic year） Third semester  - 水7～8

  • Educational System and Society DⅡ （2021academic year） Fourth semester  - 水7,水8

  • Student Teaching IV (at Junior High School) （2021academic year） 1st and 2nd semester  - その他

  • Student Teaching III (at attached Junior High School) （2021academic year） special  - その他

  • Foundations for Student Teaching II （2021academic year） 1st and 2nd semester  - 火1～2

  • Foundations for Student Teaching II （2021academic year） 1st and 2nd semester  - 火1～2

  • Foundations for Student Teaching II （2021academic year） 1st and 2nd semester  - 火1,火2

  • Foundations for Student Teaching II （2021academic year） 1st and 2nd semester  - 火1,火2

  • Foundations for Student Teaching II （2021academic year） 1st and 2nd semester  - 火1,火2

  • Foudations for Student Teaching 2 （2021academic year） Other  - 水5～6

  • Foudations for Student Teaching 2 （2021academic year） Other  - 水5～6

  • Student Teaching III (at Junior High School) （2021academic year） 1st-4th semester  - その他

  • Student Teaching III (at Junior High School) （2021academic year） 1st-4th semester  - その他

  • Student Teaching III (at Junior High School) （2021academic year） special  - その他

  • Student Teaching III (at Junior High School) （2021academic year） special  - その他

  • Student Teaching III (at Junior High School) （2021academic year） special  - その他

  • Student Teaching V (at Senior High School) （2021academic year） 1st and 2nd semester  - その他

  • Foundations for Student Teaching 2 （2021academic year） Other  - 水5～6

  • Foundations for Student Teaching 2 （2021academic year） Other  - 水5～6

  • Student Teaching III (at attached Junior High School) （2021academic year） special  - その他

  • Practical Seminar of Educational Reserch A （2021academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch （2021academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch C （2021academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch D （2021academic year） 1st-4th semester  - その他

  • Studies in Extra-curricular Activities （2021academic year） 1st semester  - 月7,月8

  • Studies in Extra-curricular Activities C(1) （2021academic year） 1st semester  - 月7,月8

  • Studies in Extra-curricular Activities C(2) （2021academic year） Second semester  - 月7,月8

  • Methods of Period for Integrated Study D （2021academic year） Second semester  - 月7,月8

  • Student Teaching of Health Care Ⅰ （2021academic year） 1st and 2nd semester  - 火7,火8

  • Student Teaching of Health Care Ⅱ （2021academic year） special  - その他

  • Student Teaching of Health Care Ⅱ （2021academic year） special  - その他

  • Foundations for Student Teaching of School Health Care 2 （2021academic year） 3rd and 4th semester  - 水3,水4

  • Student Teaching of School Health Care III （2021academic year） 1st-4th semester  - その他

  • Foundations for Student Teaching of School Health Care 2 （2021academic year） 3rd and 4th semester  - 水3,水4

  • Student Teaching of School Health Care III （2021academic year） special  - その他

  • Theory and Practice of the Active Learning （2020academic year） Third semester  - 火7,火8

  • Special Studies in Sociology of School Education IA （2020academic year） Third semester  - 月7,月8

  • Special Studies in Sociology of School Education IB （2020academic year） Fourth semester  - 月7,月8

  • Lessons for Analytical Skills and its Application A （2020academic year） 1st semester  - 火7,火8

  • Lessons for Analytical Skills and its Application B （2020academic year） Second semester  - 火7,火8

  • The theories of the development of teaching-materials and the instructional desi （2020academic year） 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi （2020academic year） Second semester  - 火3,火4

  • Seminar in Teaching Proffession Practice （2020academic year） 3rd and 4th semester  - 火1,火2,火3,火4

  • Educational System and Society （2020academic year） 3rd and 4th semester  - 水7～8

  • Educational System and Society C (1) （2020academic year） Third semester  - 水7,水8

  • Educational System and Society C (2) （2020academic year） Fourth semester  - 水7,水8

  • Educational System and Society DⅠ （2020academic year） Third semester  - 水7,水8

  • Educational System and Society DⅡ （2020academic year） Fourth semester  - 水7,水8

  • Student Teaching III (at attached Junior High School) （2020academic year） special  - その他

  • Foundations for Student Teaching II （2020academic year） 1st and 2nd semester  - 火1,火2

  • Foundations for Student Teaching II （2020academic year） 1st and 2nd semester  - 火1,火2

  • Foundations for Student Teaching II （2020academic year） 1st and 2nd semester  - 火1,火2

  • Student Teaching III (at Junior High School) （2020academic year） special  - その他

  • Student Teaching III (at Junior High School) （2020academic year） special  - その他

  • Student Teaching III (at Junior High School) （2020academic year） special  - その他

  • Student Teaching III (at Junior High School) （2020academic year） special  - その他

  • Student Teaching III (at attached Junior High School) （2020academic year） special  - その他

  • Practical Seminar of Educational Reserch A （2020academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch （2020academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch C （2020academic year） 1st-4th semester  - その他

  • Practical Seminar of Educational Reserch D （2020academic year） 1st-4th semester  - その他

  • Studies in Extra-curricular Activities （2020academic year） 1st semester  - 月7,月8

  • Studies in Extra-curricular Activities （2020academic year） 1st and 2nd semester  - 月7,月8

  • Studies in Extra-curricular Activities C(1) （2020academic year） 1st semester  - 月7,月8

  • Studies in Extra-curricular Activities C(2) （2020academic year） Second semester  - 月7,月8

  • Methods of Period for Integrated Study D （2020academic year） Second semester  - 月7,月8

  • Student Teaching of Health Care Ⅰ （2020academic year） 1st and 2nd semester  - 火7,火8

  • Student Teaching of Health Care Ⅱ （2020academic year） special  - その他

  • Student Teaching of Health Care Ⅱ （2020academic year） special  - その他

  • Foundations for Student Teaching of School Health Care 2 （2020academic year） 3rd and 4th semester  - 水3,水4

  • Foundations for Student Teaching of School Health Care 2 （2020academic year） special  - その他

  • Student Teaching of School Health Care III （2020academic year） special  - その他

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