Published Papers - OKAZAKI Yutaka

SDGs Curriculum in Schools in Wakayama : A report toward the establishment of the ESD for SDGs Consortium

Yutaka Okazaki （Part： Lead author )

和歌山大学教育学部紀要. 教育科学   73   67 - 71   2023.02  [Refereed]

和歌山大学を中心としたESD for SDGs コンソーシアム推進

岡崎 裕, 山口 康平, 中山 和幸 （Part： Lead author )

和歌山大学教育学部共同研究事業成果報告書 ( 和歌山大学クロスカル教育機構 教育･地域支援部門 / 和歌山大学 教育学部 )    2022.02

和歌山大学を中心とした「ESD for SDGs コンソーシアム」の推進

岡崎 裕, 山口 康平, 松本 桂 （Part： Lead author )

和歌山大学教育学部共同研究事業成果報告書 ( 和歌山大学クロスカル教育機構 教育･地域支援部門 / 和歌山大学 教育学部 )  2020   49 - 54   2021.03

コロナ禍を契機とした遠隔教育の可能性と課題 : アンケート調査、並びに先進校への聞き取りをもとにした考察

岡崎 裕 （Part： Lead author,　Last author,　Corresponding author )

和歌山大学教職大学院紀要 : 学校教育実践研究   5 ( 33 ) 33 - 39   2021.03  [Refereed]

DOI

過小規模校における「集合学習」の取り組みに関する考察 : 過小規模校における「集合学習」の取り組みに関する考察

岡崎 裕, 橋本 和輝 （Part： Lead author )

和歌山大学教職大学院紀要 : 学校教育実践研究   3   115 - 122   2019.03  [Refereed]

Strategy of teaching material research in young teachers : In depth learning through dialogue with teaching materials

岡崎 裕, 深澤 英雄 （Part： Lead author )

和歌山大学教職大学院紀要 : 学校教育実践研究 ( [出版社不明] )  3   9 - 14   2019.03  [Refereed]

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教師としての教材との向き合い方」に関して、初任者（大学院生を含む）に対する研修授業を通じておこなった「示範授業」をモデルとして分析することとした。まず、「教材との対話」について整理するとともに、教師における「教材との対話」を一連の授業過程として構造化したモデルを図示することができた（図１〜図３）。また、実際の示範授業における教材研究の過程の分析においても、先に示した「指導法研究モデル」への適合性が見出せた。なお、示範授業の受講者からのコメントからは、教材研究の意義とその重要性が理解されたものと捉えられる。

DOI

産・官・学・地域の協働によるシティズンシップ育成の試みⅠ : 「産学協働人材育成機構(AICE)」による消費者市民教育推進プロジェクト

岡崎 裕 （Part： Lead author,　Last author,　Corresponding author )

和歌山大学教育学部紀要. 教育科学   68 ( 2 ) 197 - 204   2018.02  [Refereed]

初任者の指導の改善に活かすための「授業評価シート」の開発

谷尻 治, 深澤 英雄, 岡崎 裕, 豊田 充崇

和歌山大学教職大学院紀要 : 学校教育実践研究   1   25 - 34   2017.03  [Refereed]

小学校の授業実践に基づく「アクティブ・ラーニング」論の検討

岡崎 裕, 深澤 英雄 （Part： Lead author )

和歌山大学教職大学院紀要 : 学校教育実践研究   1   99 - 104   2017.03  [Refereed]

Achievements and challenges in the practice of higher education with a regional cooperation(1)Comprehensive Initiatives to local citizenship education in collaboration with regional University Consortium

Okazaki Yutaka, Akamatsu Junko （Part： Lead author )

和歌山大学教育学部紀要. 教育科学 ( 和歌山大学教育学部 )  66   73 - 79   2016.02  [Refereed]

DOI

From Global Citizenship to Local Citizenship: International Understanding, Community Development, and Education for Special Needs

Yutaka Okazaki （Part： Lead author )

プール学院大学紀要   ( 54 ) 29 - 43   2013.03  [Refereed]

Introduction to Children's Area Studies: Through "Children's Sakai Studies

Yutaka Okazaki （Part： Lead author )

Journal of Poole Gakuin University ( Poole Gakuin University )  52 ( 53 ) 67 - 78   2012.12  [Refereed]

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In these days, the Japanese school's curriculum is tend to much concentrate to remembering the knowledge, and, or, tend to be passive thinking way all the time. To solve this situation, Japanese Department of Education and Sciences had launched the new programme for any public schools, named "General Studies (Sougouteki Gakushu)" last ten years. However, by the latest reform act on the curriculum, the trial has finished with a kind of shame. On the other hand, the importance of the community, the local identity, network mind (KIZUNA) and citizenship, are rapidly growning in all over the world. Now, we are planning to start thinking about Education and Community, named "the Children's Community Studies", through a trial project "the Children's Sakai Studies". Which is the curriculum developing project through the authority of the organisation "The University Consortium Southern Osaka". The essential strategy of the challenging approach to the schools education is the active basis, and practitional learning methods. We emphasise to the three characteristics, which are"Participation", "Globalisation" and "Information". We, the research team for the Children's Sakai Studies are working for developing curriculum to the schools in Sakai city under local govermental authority. Yet, are working independently to develop and create theory of New Horizon of "the Children's Community Studies".

The Forefront of International Understanding Education: From Diverse Approaches to G'Local Practices

Yutaka Okazaki （Part： Lead author )

国際理解教育   ( 10 ) 108 - 125   2004.06  [Refereed]

Globalism and the Education of Citizens

Yutaka Okazaki （Part： Lead author )

国際理解   ( 33 )   2002.03

International Exchange Class Report

YUtaka Okazaki （Part： Lead author )

研究紀要・このはな、大阪市立此花総合高等学校紀要   ( 23 ) 6 - 12   2002.03

A Tentative Plan for "Volunteer Learning" as a Subject: A New Learning Curriculum Connecting with Local Communities

Yutaka Okazaki （Part： Lead author,　Last author,　Corresponding author )

「研究紀要・このはな」大阪市立此花総合高等学校紀要   ( 22 ) 8 - 12   2001.04

The United Nations Decade for Human Rights Education and Human Rights Education Reform in Japan: An International Perspective

Yutaka Okazaki （Part： Lead author,　Last author,　Corresponding author )

部落解放 なら   ( 15 )   2001.03  [Refereed]

Opening the school to the community and the world - with a view to integrated learning

Yutaka Okazaki （Part： Lead author,　Last author,　Corresponding author )

国際理解教育 ( 日本国際理解教育学会 )  ( 6 ) 70 - 81   2000.06  [Refereed]

Research on International Trends and Theories of Participatory Experiential Learning in Recent Years

Yutaka Okazaki （Part： Lead author )

大阪市教育センター研究紀要   ( 131 ) 66 - 83   1999.03  [Refereed]

A Study on Participatory Learning Methods in International Understanding Education

Yutaka Okazaki （Part： Lead author )

International Understanding   ( 29 ) 153 - 162   1997.03  [Refereed]

Human Rights Education and Training in Europe Through the Case of -IN Service Education and Training (INSET)

Yutaka Okazaki （Part： Lead author )

Buraku Kaiho Kenkyu   ( 105 ) 54 - 78   1995.08  [Refereed]

Tradition of Human Rights Education

Yutaka Okazaki （Part： Lead author )

CGIE World Studies Journal   10 ( 1 ) 12 - 24   1995.07  [Refereed]

Theories of International Education in the U.K.: Goals, Contents, and Methods of World Studies

Yutaka Okazaki （Part： Lead author )

International Understanding   26 ( 26 ) 9 - 18   1995.03  [Refereed]

The Establishment and Development of World Studies: A Brief History of International Education in the United Kingdom

Yutaka Okazaki （Part： Lead author )

International education   1 ( 1 ) 100 - 117   1995.01  [Refereed]

ワールドスタディーズと人権教育—World Studies―An Approach to Human Rights Education

岡崎, 裕, 中川, 喜代子 （Part： Lead author )

奈良教育大学紀要. 人文・社会科学 ( 奈良教育大学 )  43 ( 1 ) 135 - 152   1994.11  [Refereed]

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In Japan "World Studies" has been considered to be a sort of international understanding or multicultural education. The World Studies movement is, however, said to be a school subject or study area as well as an educational philosophy or strategy for the global age. "World Studies" in England became a category independent of the tradition of Person Centred Education at the begining of this century, and developed into a movement of "internationalisation" during the Second World War. In this sense, it may be said that "World Studies" has an origin entirely distinct from the "Global Education" movement in the United States. The perspective of "World Studies" has spatially shifted from the whole world to a person himself, and further to body and mind, while the perspective has changed from past to future in view of time. This means that the fundamental idea of "World Studies" is observed not in object but in philosophy. When the idea is understood as a practical subject, then it should be constructed within that framework. What is a guiding principle for understanding the idea in this case? What do we mean by 'value' in this context? This problem could be solved with the use of the term 'Human Rights'. Therefore, it might be concluded that the fundamental concept of "World Studies" is based upon Human Rights Education. The purpose of the present paper is to point out a proper direction for establishing 'international understanding' in Japan, with removal of misunderstandings of "World Studies". The first chapter traces a historical development of the World Studies movement, especially that of the postwar movement of "World Studies", and the second chapter deals with the basic theory of that movement. The following chapter devotes a brief discussion to the value and guiding principle of "World Studies", and the final chapter makes clear the development of Human Rights Education in the Council of Europe and its relationship with "World Studies.

World Studies and its surroundings: Implications of animal rights education

Yutaka Okazaki （Part： Lead author )

Development Education   ( 27 ) 104 - 110   1994.07  [Refereed]

Theory and Practice on Guaranteeing the Right to Learning: A Legal and Sociological Examination of Low Academic Achievement among Children in Discriminated Areas

Yutaka Okazaki （Part： Lead author )

    1988.03