@article{oai:naruto.repo.nii.ac.jp:00028116,
 author = {芝山, 明義 and 吉成, 正士 and SHIBAYAMA, Akiyoshi and YOSHINARI, Tadashi},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {In this study, we examined the Practical Issues of "the human rights learning to talk together in a group" that had been practiced at junior high schools of Tokushima prefecture. One of the authors worked on three types of "human rights learning to talk together in a group" for approximately 20 years and felt that students of junior high schools raised anti-sense of discrimination through talking about human rights actively. Then, this study was intended to confirm practical issues of these practice from the survey that how students and teachers of junior high schools in those days felt it and now how they think about it looking back on those days. From the result of the survey, we classified (1) practical issues of human rights learning, in twelve points. These twelve points were 1) "Sharing of" how to let the students listen "in the group of school staff", 2) "Participation in the classes as TT of the group of school staff", 3) "Routine for smooth introduction introduction of the classes", 4) "Grasping the actual situation of the student, and reasonable cultivation of the autonomy", 5) "The class development that the remark between students leads to", 6) "Talks of familiar, concrete content for approaching to one's own issues", 7) "Collaboration of the staff of a school and the students, by the trust to students", 8) "The meta recognition of the flow of the class", 9) "Understanding and correspondence to applause and laughter", 10) "Deepening and generalization of the human rights learning by looking back after the class", 11) "Existence of the passion as "the heat", and the mutual respect for it", and 12) "Improvement of the ability to teach by the collaboration of the group of school staff". Also, we classified (2) issues of the instructional activities in a class related to these human rights learning, in five points. These five points were 1) "The making of class which can show the independence of the homeroom teacher", 2) "Understanding the mind and feeling of students by the exchanges of a class and the living record", 3) "Establishment of initiative of the student and initiative of the teacher", 4) "Time of moral education and homeroom activities as the action of the human rights learning in the class", and 5) "Cultivation of a viewpoint and the interest in society connected to the human rights learning". Further continuous elaboration by practice and its inspection is demanded so that the result of this study contributes to practice of the future human rights education.},
 pages = {120--135},
 title = {人権教育実践の展望と課題(2) : 徳島県における「集団で語り合う人権学習」の実践上の課題に関する考察},
 volume = {34},
 year = {2019},
 yomi = {シバヤマ, アキヨシ and ヨシナリ, タダシ}
}