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子どもにとって「ナナメの関係」はどのような役割を果たしているのか ―生徒指導・進路指導において児童生徒の多面性を受容する存在として―
https://doi.org/10.24613/00000450
https://doi.org/10.24613/00000450dd8bcc6b-3e59-4c85-afec-f7cf59f8d56a
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
24323772024003.pdf (3.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-04-01 | |||||
| タイトル | ||||||
| タイトル | 子どもにとって「ナナメの関係」はどのような役割を果たしているのか ―生徒指導・進路指導において児童生徒の多面性を受容する存在として― | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | What is the Role of Diagonal Dyadic ‘Naname’ Relationships for Young People ? :Acceptance of the Multifaceted Aspect of Each Student at School | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Diagonal Dyadic ‘Naname’ Relationships | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Adolescent Development | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Student Guidance | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Career Guidance | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.24613/00000450 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
澤田, 英三
× 澤田, 英三× Sawada, Hidemi |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The present study considered the following aspects of young people’s relationships: vertical dyadic ‘Tate’ relationships between the young person and his/her parents or homeroom teacher, diagonal dyadic ‘Naname’ relationships between the young person and other adults, and horizontal dyadic ‘Yoko’ relationships among his/her peers. Recently, diagonal dyadic relationships between the young people and other adults have undergone a reduction in intimacy. Firstly, for young people, the roles of the diagonal dyadic partners were defined as follows: (1) a conversation partner or a playmate, (2) a mentor, (3) a translator, (4) a mediator, (5) a purveyor of other views, lifestyles, or values, and (6) a role model. Secondly, we note that various teachers other than the homeroom teacher were able to develop a diagonal dyadic relationship with the student at school, and that these relationships were worked out during student guidance and career guidance. Finally, we find a need to develop systems in which busy teachers can exchange various kinds of information about their students with each other. | |||||
| 書誌情報 |
ja : 安田女子大学大学院紀要 en : The journal of the Graduate School, Yasuda Women's University 号 24, p. 29-43, 発行日 2019-03-31 |
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| 出版者 | ||||||
| 出版者 | 安田女子大学大学院 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 24323772 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00242368 | |||||
