WEKO3
インデックスリンク
アイテム
「あの日、あの時」と「これから」
https://doi.org/10.15113/00015918
https://doi.org/10.15113/00015918a20ca7d6-aa57-4a38-a765-2b4c5a9be8b2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
rdc-n5p25-40 (1.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-27 | |||||||
| タイトル | ||||||||
| タイトル | 「あの日、あの時」と「これから」 | |||||||
| タイトル | ||||||||
| タイトル | That Day, That Time" and " The Future | |||||||
| 言語 | en | |||||||
| 著者 |
佐々木, 力也
× 佐々木, 力也
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| 著者別名 | ||||||||
| 姓名 | SASAKI, Rikiya | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | あの日を振り返る | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 学校経営 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 復興教育 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 記録と記憶 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | ねがいとねらい | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Looking back on that day | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | School management | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Reconstruction education | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Records and memories | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Aims and objectives | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | 東日本大震災から10 年が経とうとしている。筆者は、当時、田老第一中学校に勤務していた。本稿では、様々な記録資料と記憶を基に、地震発生時から田老総合事務所に避難し翌朝を迎えるまでの行動について述べ、当時の学校や生徒の状況を「その日、あの時」として振り返りたい。また、写真や職員会議資料や報告資料を基に、平成23年度から平成24年度の学校経営方針についても述べながら、田老第一中学校の復興教育の実践内容について紹介する。 さらに、いわての復興教育を教育の根幹としてとらえ、人づくりをねがいとした「これから」の防災教育や教員研修の在り方について提案する。記述する全ての内容は筆者の自省とこれからの教育を展望することをねらいとしており、一つ一つの実践記録や提案等について、多方面から多くのご批正と議論を求めたい。 |
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| Abstract | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | It has been almost 10 years since the Great East Japan Earthquake. At the time, I was the principal of Taro Daiichi Junior High School. I would like to look back on the situation of the school and students at that time, based on my memories and the various documents I recorded. First, I will describe in detail the actions from the time of the earthquake until the evacuation to the Taro City Hall, the response from the next morning, and the dissolution of the teaching staff. I will also give special mention to the students who volunteered to carry relief supplies after the earthquake. In 2011, the school year began at Taro Daiichi Elementary School. Although the Taro Daiichi Junior High School was still in the midst of restoration, it was able to return to its junior high school building on September 21, 2011. This section describes the situation of the students from the time of the earthquake until they returned to school. In the 2012 school year, I set up 11 school management policies and promoted a variety of educational activities with the aim of developing people who can contribute to the reconstruction and development of Taro and Iwate. Based on the school management policy, we promoted reconstruction education at Taro Daiichi Junior High School. The following are some of our practices: 1. Publication of a collection of student essays entitled "Inochi" 2. Observation of disaster waste shredding and sorting operations 3. "Storyteller" activities 4. Participating in the Miyako City Union Concert 5. Establishment of an exhibition room for disaster materials In particular, thanks to the support and guidance of many people involved in the creation of the essay collection, we were able to publish it on March 11, 2013. Also the Earthquake Exhibition and Resource Room is used as a starting point for new students to learn about the disaster every year. In order to improve education in the future, it is essential to further promote the quality of teachers and disaster prevention education. The following is a proposal for improving the quality of teachers and disaster prevention education. It is important to make efforts to connect the lessons and learnings from the disaster. I would like to describe the value of the 22 murals of the seawall and the Taro Tsunami Journal. Education that only improves academic performance will have no future. In the current trend of only requesting issues, there is a disparity in the awareness of teachers. In such a situation, what are teachers and parents thinking about raising their children? For the 10th anniversary since that day, it seems worthwhile to look back and consider the future of disaster prevention and education, as well as how to live. |
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| 出版者 | ||||||||
| 出版者 | 岩手大学地域防災研究センター | |||||||
| 出版者 | ||||||||
| 出版者 | 災害文化研究会 | |||||||
| 登録日 | ||||||||
| 日付 | 2023-03-27 | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| 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 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| ID登録 | ||||||||
| ID登録 | 10.15113/00015918 | |||||||
| ID登録タイプ | JaLC | |||||||
| NCID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA12829952 | |||||||
| 書誌情報 |
災害文化研究 en : Journal of research on disaster culture 巻 5, p. 25-40, 発行日 2021-03-12 |
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