@article{oai:jrckicn.repo.nii.ac.jp:00000704,
 author = {MORIYAMA, Masaki and 守山, 正樹 and 鈴木, 清史 and SUZUKI, Seiji and YAMAMOTO, Koji and 山本, 孝治 and 菅原, 直子 and SUGAWARA, Naoko},
 journal = {日本赤十字九州国際看護大学紀要 = Bulletin of the Japanese Red Cross Kyushu International College of Nursing, 日本赤十字九州国際看護大学紀要 = Bulletin of the Japanese Red Cross Kyushu International College of Nursing},
 month = {Mar},
 note = {application/pdf, 本研究では東南アジアの中核として発展するタイ王国の看護学生に着目し、日本の学生と比較しつつ、人を見る目を世界へと段階的に拡大・発展させられる教育ツールの開発を試みた。出発点はかって守山らが提案した子どもの環境観を探る対話誘発型質問系列WIFYである。まずWIFY改を試作し、2017年5月に本学初年次学生で試行した。その後、英語とタイ語への試訳を経てWIFY-LRNWを完成させ、同年8月タイ赤十字看護大学で10名の学生に試行した。さらに2018年3月、再度タイを訪問し、前回と同一の学生に、過去7か月の生活や社会の変化を語ってもらった。WIFY-LRNWは変化を内省・言語化する上でも、グローバル化の状況を意識する上でも有効であった。双方の国でWIFY-LRNWを問いかけることにより、学習者の視野が拡がり、世界と自国地域を同時に意識し、自己と他者の存在に覚醒するグローカル化が進むことが期待される。, In this study, we focused on nursing students in Japan as well as students in the Kingdom of Thailand, which has developed as the core of Southeast Asia, and tried to develop educational tools that can help both country students to critically reflect their view of environment and world to attain glocal perspective. The starting point is WIFY (What is important for you?), a dialogue-induced question series that originally explores the child’s view of the environment, proposed by Moriyama in 1998. This time, in May 2017, we prototyped WIFY and started to improve its applicability to nursing students by trial implementations to our Japanese first year students. In June 2017, under the assistance of partners in Thailand, we finally completed WIFY-LRNW (WIFY-living reflection and narration worksheet). In August 2017, we visited Thailand and interviewed 10 Thai students using WIFY-LRNW. In March 2018, we visited Thailand again and interviewed the same student. WIFY-LRNW helped students to reflect and talk about changes in life and society over the past seven months in Thailand. WIFY-LRNW was effective for introspecting and verbalizing social and
environmental changes as well as being aware of the globalization situation. By sking WIFY-LRNW in both countries, it is expected that the learner’s perspective will grow and expand., 報告 = report},
 pages = {13--22},
 title = {「ひとりを看る目、その目を世界へ」を実現できる教育ツールの開発と適用 : タイの学生の世界観に学ぶ試み},
 volume = {18},
 year = {2020},
 yomi = {モリヤマ, マサキ and スズキ, セイジ and ヤマモト, コウジ and スガワラ, ナオコ}
}