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大久保英哲編著
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大久保, 英哲 ; 谷本, 宗生
概要:
金沢大学<br />金沢市史資料調査員
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大久保, 英哲 ; 谷本, 宗生
概要:
金沢大学<br />金沢大学50年史編纂室
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大久保, 英哲 ; 谷本, 宗生
概要:
金沢大学<br />金沢大学50年史編纂室
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大久保, 英哲
概要:
金沢大学
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大久保, 英哲 ; 吉野, 徹
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大久保, 英哲 ; Heiko, Bittmann ; 久光, 文彦
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大久保, 英哲 ; 榎本, 雅之 ; Okubo, Hideaki ; Enomoto, Masayuki
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大久保, 英哲 ; 榎本, 雅之 ; Okubo, Hideaki ; Enomoto, Masayuki
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大久保, 英哲
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大久保, 英哲 ; Okubo, Hideaki
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大久保, 英哲 ; 山岸, 孝吏
概要:
金沢大学<br />教育学研究科修了（福井県敦賀市立敦賀中学校）
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大久保, 英哲 ; 野中, 由美子
概要:
金沢大学<br />金沢大学大学院社会環境科学研究科
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大久保, 英哲 ; 川崎, 信和 ; 野中, 由美子
概要:
金沢大学<br />富山県立立山少年自然の家<br />平成6年度金沢大学大学院教育学研究科修了
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大久保, 英哲
概要:
金沢大学
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大久保, 英哲 ; 野中, 由美子
概要:
金沢大学<br />金沢大学大学院
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大久保, 英哲
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大久保, 英哲
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大久保, 英哲
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大久保, 英哲
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大久保, 英哲
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大久保, 英哲
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大久保, 英哲 ; 林, 真愛 ; 櫻井, 貴志 ; 横山, 剛士 ; 北, 恵子
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大久保, 英哲 ; 櫻井, 貴志 ; 廣瀬, 尋理 ; 北, 恵子
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大久保, 英哲 ; 櫻井, 貴志 ; Okubo, Hideaki ; Sakurai, Takashi
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大久保, 英哲 ; 櫻井, 貴志 ; Okubo, Hideaki ; Sakurai, Takashi
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大久保, 英哲 ; 榎本, 雅之 ; Okubo, Hideaki ; Enomoto, Masayuki
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大久保, 英哲 ; 斉藤, 由華 ; 田辺, 圭子 ; 山口, 真史
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大久保, 英哲 ; 朴, 貴順
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大久保, 英哲 ; 中田, 幸江
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大久保, 英哲 ; 中田, 幸江
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| 32.
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大久保, 英哲
概要:
It is said that the history of Association Football in Japan, especially student soccer, began when an Englishman named
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DeHavilland moved from the Fourth High School in Kanazawa to the Tokyo Higher Normal School in September 1904, where he started coaching soccer. It has been recorded in the history of the Tokyo Higher Normal School soccer club that “some students of the University in Tokyo who said they had been taught football in Kanazawa came to Otsuka with their teacher, and we played a practice match together in December, 1904”. This article suggests that DeHavilland had also taught soccer in Kanazawa. However, in the history of the Fourth High School soccer club, it is stated that “soccer began in Kanazawa in 1924”, and does not mention DeHavilland. On the basis of this evidence, the history of soccer in Japan states that “this may have not been the case, because of the short stay of DeHavilland and lack of any proof that soccer was played in Kanazawa”. Accordingly, the purpose of the present study was to obtain documentary evidence of DeHavilland and to clarify whether he did, in fact, play soccer in Kanazawa during 1898-1904, based on new documents from the Fourth High School and articles in the school union magazine at that time. The findings obtained were as follows: 1. DeHavilland urged students to play football after he started working at the Fourth High School in 1898. His words at the kick-off, which marked the start of student soccer in Japan, were: “ It is no matter, hailing, snowing, raining. Come and play!” 2. It is stated in Hokushinkai magazine that DeHavilland was involved in establishing a football club in 1898. Mention of the football club appeared in the Fourth High School Union rulebook in 1899, and the name DeHavilland appeared in the list of board members of the football club in 1901. 3. On April 18th, 1901, football was played for 30 minutes at the Fourth High School as one of the sports at the sports festival. 4. On October 5th, 1902, at the ceremony to mark the opening of the “football club” at Ishikawa Prefectural Second Junior High School, DeHavilland and Wohlfarth both played goalkeeper. This evidence of the involvement of DeHavilland and Wohlfarth in soccer at the Fourth High School and in Kanazawa should be regarded as one of the hidden roots of student soccer in Japan.
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| 33.
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大久保, 英哲
概要:
The present study was performed to clarify how elementary school teachers in 1880 recognized and understood gymnastics i
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n the context of the first national education system, through analysis of members' opinions expressed in the Fugeshi and Suzu county educational conference proceedings. The findings were as follows: 1. Teachers at that time understood the aims of gymnastics as maintaining the physical strength and good physical posture of children, and considered that every child had already achieved those aims in their daily life. Consequently, one third of the thirty members agreed to completely eliminate gymnastics from the curriculum. Another one third considered that gymnastics merely involved letting children enjoy amusing play, and therefore that “gymnastics” was inappropriate as a course name. Thus, only one third of the members actually agreed to the original proposal for gymnastics. 2. Teachers seemed to consider that gymnastics or exercises must be taught by teachers, unlike the natural play that was spontaneous for most children. Moreover, gymnastics was considered boring because children would just imitate their teachers. As a result, gymnastics was considered appropriate only for higher graders. This meant that most teachers at the time did not have detailed information or knowledge about gymnastics, so that for most of them gymnastics was probably synonymous with “amusement time” for children. 3. According to the model teaching plan for Ishikawa prefecture in 1880, gymnastics was prescribed as an extra period of ordinary classes for first graders, regardless of sex. However, from the 3rd grade, girls learned manners of behavior instead of gymnastics. In other words, gymnastics was only for boys. 4. The content of gymnastics was criticized for a lack of gradual progress, in contrast to lessons in manners for girls. This implies that gymnastics was also considered a means of teaching boys manners that were appropriate for men. Thus, some new important historical facts about gymnastics during the kyoikurei (1879 Education Order) period in Japan were clarified.
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| 34.
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恵土, 孝吉 ; 大久保, 英哲 ; 佐川, 哲也 ; 池田, 幸應
概要:
Outdoor activities together with peers play an important role in the mental and physical development of children. But, t
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oday, there are few chances for children to play outdoor. There is another problem that there are onlya small number of teachers who have sufficient knowledge of outdoor activities. This study examines the efficacy of tae lecture, “Theory and Practice on Outdoor Education”, which has givenlast two years as a teacher training program. In the academic year 1997, students learned outdoor activities suchas striking fire from Maikiri, messtin cookout, Japanese snowshoes making.Almost students didn't have chanceto experience before, they acquired fundamental knowledges and skills with impression.In 1998 academic year, this lecture held in combination with “Friendship Project for Teacher Training Course supported by the Ministryof Education”.In this combinated lecture, the students learned outdoor activities and taught them for primaryschool students as a leader.The result of the venture lecture showed the following efficacy; 1) outdoor activitiesare effective for education, 2) teaching experience on outdoor activity to children is effective for students ofteacher training course to understanding children, 3) this lecture is a necessary program for teacher training curriculum.
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| 35.
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大久保, 英哲
概要:
The purpose of this paper is to investigate Hayashi Shojuro's seldom explored translation, "Mokuba no Sho" (The Book of Wooden Horse) and its publishing history, and to determine its meaning for the modern physical education in
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Japan. "Mokuba no Sho" is more of a book on horse vaulting than simply a book on horse riding because of its description of the five kinds of exercises from the back of the horse and twelve exercises from the side of horse. The contents of this book are in complete agreement and comspicious similarity to the French Army's textbook on gymnastics instruction "Ministere de la guerre (1st Ed. 1847) :Instruction pour l'enseignement de la gymnastique". Therefore, it is unquestionable that "Mokuba no Sho" was translated from it. Hayashi Shojuro (1824-1896, formerly a professer of French at Kaiseisho, National Academic Institute) was one of the most famous scholars at the end age of the Edo period.From December 1866 to the early spring of 1868, he also held an additional post as the official French translator for the Japanese Army in the cavalry, artillery and infantry divisions. This was necessary because the Tokugawa Shogunate employed a party of military advisers from France, whose leader was Captain Chanoine. Even though the translation of "Mokuba no Sho" is not clearly dated, it can be presumed that it was prepared in 1867 because of Hayashi's occupation as a translator for the party of French Military advisers and his subsequent military service for the Tokugawa Shogunate in the Boshin civil war from early 1868. It is well known fact that the party of French military adviser seriously considered basic gymnastics as necessary for soldier training, and taught Japanese soldiers how to do gymnastics (rentaiho). Furthermore, in the memorial presented to shogunate in 1867 (The Chanoine Memorial), it is clearly written that the party had brought with them a fully illustrated book on gymnastics. Initially Hayashi Shojuro read the book as the official translator. He took particular notice of the section on horse vaulting as training for the cavalry and subsequently translated it into Japanese. The historical meanings of this book for physical education in modern Japan are as follows : 1. It is the oldest book dealing with the physical education of the west. 2. This is a memorable book in the history of Japanese physical education because it was the first academic study based on an original foreign text, "Ministere de lA guerre (1st Ed.1847) : Instruction pour l'enseignement de la gymnastique." 3. During the first half of the Meiji period French gymnastics were for the most part by the military. For example, "Taiso Kyohan" (Textbook of Gymnastics) was written by the military, modeled after the French version. It was later applied to physical education in Japan's middle school System. "Mokuba no Sho" was the first book in the history on French gymnastics in the Meiji period. 4. This is the first book in which the scientific term of the study of physical education as "shintai undo gaku" (science of physical movement) was used. 5. This book shows us that the apparatus of gymnastics in Japan was derived from the French military gymnastics, especially horse vaulting for the training of the cavalry. Above all, "Mokuba no Sho" is memorable as the book which introduced modern European physical education to Japan.
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大久保, 英哲 ; Okubo, Hideaki
概要:
本研究は、旧制高等学校の活動形態やスポーツマインドが具体的にはどのような過程で形成されていったのかを、大正3 (1914) 年から昭和21 (1946) 年までの分が残されている旧制第四高等学校柔道部の練習日誌『南下軍』の記述をもとに、「部
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員たちの意識や行動を丹念にフォローする」なかで明らかにしようとするものである。 まず第1に、四高柔道部が最も過酷な練習を行ったとされる昭和2～3 (1927～28) 年の練習日誌の内容を分析した結果、寝技主体のきわめて過酷な長時間練習が通年にわたって行われており、作家井上靖の言う「修道院」的柔道部実態が明らかとなった。 第2に、最初の練習日誌である大正3 (1914) 年の内容を検討した結果、練習は試合の3ヶ月前から開始され、練習時間も1時間と、きわめて常識的合理的な、いわば牧歌的練習が行われていた。 第3に、練習日誌の通年化の開始を検討すると、それは柔道部の全国高専大会敗退と重なる大正11 (1922) 年からであった。すなわち、修道院化の背景には柔道部の勝利と敗退が関係していると考えられる。 なお、四高柔道部に見られる旧制高等学校の寝技中心の柔道は「高専柔道」と呼ばれ、それまでの立ち技主体の講道館柔道とは異質なものであり、講道館と対立した。これは旧制高等学校が既成のスポーツ組織や文化とは異なった独自のスポーツ文化を作り出したことを意味する。こうした新たなスポーツ創造の観点からも旧制高等学校におけるスポーツ史研究は意義を持っている。This study is aimed to reveal the specific process through which the activity form and the athletic mind of the old-education-system high schools were formed by “following the consciousness and actions of the club members, ” based on the descriptions in the daily practice log “Nankagun”, parts of which still remain from Taisho 3 (1914) to Showa 21 (1946), of the old-education-system Fourth high school judo club. First of all, the result of an analysis of the content of the daily practice log of Showa 2 to 3 (1927 to 1928) in which the Fourth high school judo club purportedly performed the harshest of trainings, shows that extremely harsh trainings, particularly those of the ground phase, have been performed for a long period of time throughout the year, and reveals a precise picture of what writer INOUE Yasushi calls a “monastic” judo club. Secondly, the result of an analysis of the content of Taisho 3 (1914), the starting year of the daily practice log, shows that practices have been fairly sensible and reasonable, or somewhat idyllic, starting from 3 months prior to competition matches and each lasting for 1 hour. Thirdly, a full-year daily practice log apparently started in Taisho 11 (1922), the year in which the judo club was defeated in the National Kosen Competition. That is, the monasticization seemingly has something to do with the victory and defeat of the judo club. The judo style of the old-education system high schools seen in the Fourth high school judo club, which emphasizes the ground phase, was called “Kosen Judo, ” different from the Kodokan Judo which emphasizes the standing phase, and caused rivalry with the Kodokan. This means that the old-education-system high schools have created a unique sports culture different from the existing sports organizations and cultures. The study of sports history of the old-education-system high schools is meaningful also in terms of such new sports creation.
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大久保, 英哲
概要:
The purpose of this study is to examine the location of elementary school playgrounds in the local district at the early time of the school physical education in the Meiji era. The main sources are 383 plane figures of school of
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building, sub-jointed document of the applications of school establishment, which were presented to the Iwate Prefectural Office during 1833-84. The analysis of sources in this paper is carried out by the same way as a reliable research method of Tsuda (1983), originated the case of Nara prefecture. The significance of this paper should be as follows: 1) To give geographical and comparativ view to a historical study on the playgrounds in Iwate and in Nara, based on the identical bases of sources and period. 2) To make evidence, by elucidating the condition of the playgrounds in that time, to support the fact that an official report mentioned: "In 1886 Iwate prefecture has about 50 elementary schools that carry into practice the physical education program." 3) To give original view to the basic historical study how the playgrounds of the local schools in Japan has developed and enlarged. The results obtained are as follows: 1) Only 55 of 383 schools (14.4%) named the area of the playground. (In the case of Nara,only 11 of 415 schools (2.4%) named so.) Among them the largest area was 345 tsubo (1,138.5 m^2),the smallest area was 8 tsubo (26.4 m^2), and the mean area was 82.2 tsubo (271.3 m^2).2) Two hundred and twenty-three schools estimated the playground area (total school area minus schoolhouse area) were classified into three groups. (The mean total school area was l14.5 tsubo (378.5 m^2), the mean schoolhouse area was 31.1 tsubo (102.6 m^2) and the mean playground area was 83.6 tsubo (275.8 m^2)). A) under 50 tsubo (165 m^2):109 (48.8%), B) 50-100 tsubo (165-330 m^2):43 (19.2%), C) over 100 tsubo (330 m^2):109 (48.8%). A percent over 100 tsubo total schoolhouse area were Iwate 46.8%, and Nara 20%. 3) Most of the playgrounds were shaped like a square. 4) Most of the playgrounds were placed in the south or east of the schools area. That is to say, about 68% of the elementary schools in those days had hardly any playground area. But, the official report in 1886 is evidently supported by the condition of the playgrounds,because of the number of the over 100 tsubo playgrounds were about 70. As compared with Iwate and Nara, Iwate had somehow preferable playgrounds conditions more than Nara. As one of that reason, following social and educational background is supposed: Iwate had been enthusiastic to the education from the beginning of Meiji era, in order to overcome the poverty and the humiliation of the defeat of the Boshin civil war (1968).
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大久保, 英哲
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金沢大学人間社会研究域学校教育系<br />According to documents at the Iwate prefectural record office, 24 local people went to Tokyo for t
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he purpose of getting training in gymnastics during 1884-1892. The purpose of this paper is to clarify what kind of people they were and what kind of background they had, based upon the personal resumes among the documents at Iwate prefectural record office. Most of them were elementary school teachers, and they continued their jobs after their training in gymnastics in Tokyo. That is to say, this period brought gymnastics to elementary schools all over Iwate prefecture. However, most of the places in Tokyo that allowed the trainees to enter were crude private gymnastics schools. So most of the trainees could not acquire the arts of gymnatics sufficiently, and consequently they did not seem to play as active a role as had been expected of them when they returned to their own districts. The reason why they entered such schools was that the National Gymnastics School(Taiso Denshujo) had been abolished in 1886. So the national policy for educational training in gymnastics was not suitable for elementary schools in Japan at that time.
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大久保, 英哲
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大久保, 英哲
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大久保, 英哲 ; 野中, 由美子
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大久保, 英哲
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大久保, 英哲 ; 藤井, 雅人
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大久保, 英哲 ; 岩崎, 裕香 ; Okubo, Hideaki ; Iwasaki, Yuka
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大久保, 英哲 ; 渡辺, 誓代 ; Okubo, Hideaki ; Watanabe, Chikayo
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大久保, 英哲 ; 中野, 淳子
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原谷, 晃太 ; 蓑川, 大地 ; 穴澤, 慧悟 ; 安藤, 亜紀 ; 久保, 洸旗 ; 本間, 悠太 ; 松浦, 光平 ; 松尾, 鈴香 ; 大久保, 英哲
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大久保, 英哲 ; 松尾, 鈴香
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中野, 淳子 ; 大久保, 英哲
概要:
金沢大学教育学部附属幼稚園<br />金沢大学教育学部<br />幼稚園教育では学校教育以上に保護者との連携は欠かせない。そのための情報発信は必須である。そこで、毎月の便りや参観日、毎日の送迎時の情報交換に加えて、Weblogで子どもたちの
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様子を公開することにした。公開してから約2ケ月半が経過したところで、Weblogの記録と保護者と職員へのアンケート結果を分析し、Weblogの効果や今後の課題について考察した。
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大久保, 英哲 ; 池田, 三津子 ; 徳田, いずみ ; 中野, 淳子 ; 渡辺, 誓代 ; 濱田, 貴宏 ; 西多, 由貴江 ; 高本, 洋
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