Ikeda Fumiko

The purpose of this paper is to examine the famine foods listed in the “KYUKI TEIYO.” It was compiled by Fuse Mikaki, a local magistrate in Ogori in 1850, under the order of the lord of the Hagi domain, Mori Yoshichika, whose name later changed to Mori Takachika. In addition, the documented items contained in it will be compared with the standard Japanese names. The “KYUKI TEIYO” includes a mixture of words unique to the Yamaguchi dialect of the time and words of the same form as the standard language. In this paper, they are summarized to give a complete picture. This examination will lead to a better understanding of the plant and marine products that the Japanese people used to overcome repeated disasters, and will also help to pass on a sustainable food culture in an era of uncertainty.

The purpose of this paper is to present the concept of the curriculum design for the General Education Curriculum that started in 2022, and to present the concept of the instructional design for the “Project to Design the Future of Yamaguchi,” which is a comprehensive assessment subject. Up until now this university had designed its curriculum using the so-called “theme-based” method. However, in a new era of unpredictability, the nature of the qualities and abilities demanded of university education by society and university establishers is changing. Therefore, the decision was made to design the new General Education Curriculum using a competency-based method of backward design with the required qualities and abilities set as educational targets. While combining the diverse knowledge they acquired in the first semester, students for mixed teams from all departments in the second semester and based on the design thinking process, generated ideas oriented toward solving problems in the local community. A rubric-type evaluation forms was used to visualize the students’ academic achievements.

In order to obtain knowledge useful for first-year education and student instruction, the transition of academic performance during 4 years of university was retrospectively investigated for the higher and lower percentiles of grade point average (GPA) at the time of graduation from university. The self-evaluation score of learning outcomes, the PROG test score, and adaptation to university life were examined in the two groups. Furthermore, the relationship between the first-year academic performance and the scholastic ability before enrolling in university was analyzed. Comprehensive scholastic ability in high school fundamentally influenced the academic performance in university evaluated by GPA. Compared with the higher GPA group, the lower GPA group had lower scores on the PROG test and for feelings of selfaffirmation in the first year of university. We consider educational interventions in the pre-enrollment period and the first year of university to be highly important to improve academic performance throughout the 4-year period of university.

In the "Japanese Language and Expression" class, students are expected to consolidate cross-disciplinary knowledge by interacting with others and to express their own and their group's judgments in a logically constructed manner. The purpose of this paper is to discuss how report assignments should be designed in the above-mentioned Japanese writing class in order for learners to acquire multiple and comprehensive perspectives. In the class, a type of cooperative learning called the jigsaw method is used. In the jigsaw group, knowledge is exchanged and discussed while coming to terms with each other, and the level of knowledge aggregation is deepened to aggregation, cohesion, and fusion. It is necessary to design the report assignment so that the level of knowledge aggregation can reach the level of fusion, from which new ideas can be generated and developed for the next learning.