21 |
國中英語教師閱讀教學信念與實踐:兩位教師之個案研究 / Junior high school EFL teachers’ pedagogical beliefs and practices on reading instruction: a case study陳瑋芳 Unknown Date (has links)
本研究旨在探討兩位國中英語教師閱讀教學信念及其課堂教學,同時分析師生課堂互動如何影響教師的課堂閱讀教學。過去研究顯示出學生對於教師的信念及教學有很大的影響,但課堂上的師生互動如何影響教師教學卻需要進一步的研究。本研究採取質性個案研究,研究過程採取訪談教師及學生和課堂觀察兩位教師的教學為主要資料蒐集來源。結果顯示教師所聲稱的閱讀教學信念與其實際課堂教學確有差異之處,而學生因素包括: (1) 學生課堂參與 (2) 學生對教授內容的理解 (3) 學生英語程度差異 (4) 學生考試壓力均影響教師調整課堂教學的內容。然而教師信念與實際教學差異卻反映了教師信念因應個別教學情境而改變的本質,同時透過教師信念研究亦凸顯了教師於課堂中真正扮演的角色。文末進一步提出相關建議,以期能作為在職教師及未來研究參考。 / The purposes of the present study are to investigate two junior high school English teachers’ beliefs and practices on reading instruction and how the teacher-student interaction in class impacts teachers’ reading instruction behaviors. Previous studies have shown the impacts of student issues on the teachers’ beliefs, but how exactly these issues interact with teachers’ in-class practices demands further investigation. The case study research, that is semi-structured interviews with participating teachers and students and classroom observations, was adopted in the present study. The results reveal that there are indeed discrepancies between the teachers’ claimed pedagogical beliefs and their in-class actions, and students’ in-class participation, their comprehension of teachers’ instruction, their diverse English proficiency levels and their examination pressure all present challenges to shape teachers’ actions in class. Nevertheless, these discrepancies between teachers’ beliefs and practice in turn reveal the situated nature of teachers’ beliefs, which help teachers develop more contextualized adjustments to meet their individual teaching contexts. Moreover, the investigation of teachers’ pedagogical beliefs make the instruction roles they play explicit. Finally, it is expected that the findings of the present study offer a new perspective to understand teachers’ beliefs and practices and provide pedagogical implications for in-service teaching profession.
|
22 |
主修領域背景對大學生知識信念與學習策略的影響 / The relationship between college students' epistemological belief, learning strategy use and their major domain何宗翰, Ho, Tsung-Han Unknown Date (has links)
本研究主要目的為:(一)探討不同主修領域背景的大學生,其知識信念是否有差異。(二)探討大學生知識信念與學習策略的關係。(三)探討大學生主修領域背景與學習策略的關係。
本研究以自編「大學生知識信念與學習策略量表」為工具,抽取政治大學、清華大學、中興大學法商學院、台灣藝術學院與東海大學等五所大學 368 位大學生為對象,共分為自然科學領域大學生 116 人,社會科學領域大學生 141 人與人文學科領域大學生 111 人。探討主修領域背景對大學生知識信念與學習策略的影響。
主要研究結果如下:
一、知識信念是一個具備多個面向的信念系統。
二、知識信念並不具有跨領域特性;學習策略的使用也會受個體主修領域背景所影響。
三、個體對知識本質與認識本質的看法會影響其學習策略的使用。
四、自然科學領域的大學生比其它兩個主修領域的大學生擁有較靜態的知識信念與傾向於常使用複誦策略來學習。
本研究並對教育實務與未來的研究方向,提供以下幾點建議:
一、教育實務方面
1.實施具有反思性特質的科學教育。
2.實施反思性師範教育方案。
3.多使用具建構精神的教學法。
4.實施具備「科技整合」特質的大學教育並多開設「學習策略學習」有關的課程。
5.教學時需多種教學元素的配合,才能促動學生更有效學習。
二、未來研究方向
1.配合多種方法研究大學生的知識信念。
2.對大學生的知識信念進行長期縱貫性的研究。
3.編製信效度良好的學習策略量表。
|
23 |
山地、平地國中生場地獨立性、內外控信念與生活適應關係之研究 / A study of the field independence 、the locus of control and life adaptation among the junior middle school from mountain and plain蔡俊傑, Tsay Jiun Jye Unknown Date (has links)
一、研究目的本研究旨在探討場地獨立性、內外控信念與生活適應之關係
,並比較性別 ( 男、女 ) ,地區 ( 山地、平地 ) 國中學生的差異情形
,歸納本研究的結果,做成結論,並提出建議,作為實施生活教育之參考
。二、研究方法本研究主要採調查研究法,透過文獻探討、問卷調查與統
計分析等步驟歸納結論, 所使用的統計方法包含, 多變項變異數分析、
變異數分析、t考驗與 Scheffe' 法事後比較。三、研究工具「藏圖測驗
」、「兒童內外控傾向量表」及「少年人格測驗」作為測量工具。四、研
究結果 (一)場地獨立性方面 1.男、女國中生在場地獨立性上無顯著差異
。 2.山地、平地國中生在場地獨立性上有顯著差異;且平地國中生比山
地國中生更傾向場地獨立。 (二)內外控信念方面 1.男、女國中生在內外
控信念上有顯著差異;且女國中生比男國中生更傾向內控。 2.山地、平
地國中生在內外控信念上有顯著差異;且平地國中生比山地國中生更傾向
內控。 (三)生活適應方面 1.男、女國中生在生活適應(個人適應、社會
適應)有顯著差異;且女國中生在生活適應( 個人適應、社會適應)比男國
中生適應較佳。 2.山地、平地國中生在生活適應(個人適應、社會適應)
有顯著差異;且平地國中生在生活適應( 個人適應、社會適應)比山地國
中生適應較佳。 (四)場地獨立性、內外控信念及生活適應的關係 1.國中
生的場地獨立性與內外控信念,在生活適應( 個人適應、社會適應 )無交
互作用。 2.場地獨立性與內外控信念無顯著相關。 3.場地獨立性與生活
適應(個人適應、社會適應)無顯著相關。 4.內外控信念與生活適應(個人
適應、社會適應)有顯著的正相關;即愈內控的人在生活適應( 個人適應
、社會適應)愈佳。 (五)「知覺--期待型式」與生活適應的關係不同「知
覺 -- 期待型式」國中生在生活適應 ( 個人適應、 社會適應) 顯著差異
;其中以「場地獨立 -- 內控」適應最為佳,其次為「場地依賴-- 內控
」, 再次為「場地依賴 -- 外控」,最後為「場地獨立 -- 外控」。和
諧組與不和諧組在生活適應 ( 個人適應、社會適應 ) 無顯著差異。五、
建議 (一)山地方面--提供優秀人才及適當的教育資源 (二)內外控信念與
場地獨立方面--採適性輔導 (三)教育方式--多鼓勵、多關懷、提供適當
自主 (四)本研究的限制及對未來的建議 1.就樣本而言--擴大取樣範圍
2.就研究變項而言--可再加入其他自變項 3.就研究工具而言--編擬適當
工具
|
24 |
從新聞中的偽科學報導看大學生的科學素養與媒體識讀能力 / Scientific literacy and media literacy: how college students believe pseudoscience in news王貞懿, Wang, Chen Yi Unknown Date (has links)
科學傳播領域投入大量的心思探討科學素養與媒體識讀能力對於閱聽眾的重要性,一方面是因為閱聽眾有基本的科學素養才足以理解新聞報導中的科學或科技知識,另一方面,透過媒體管道接觸訊息,閱聽人應該要有基本的媒體識讀能力,也就是對於媒體內容能有獨立思考與批判的能力,但卻忽略了媒體中偽科學內容的存在與閱聽眾本身的偽科學信念對於傳播可能的影響與阻礙,這是過去文獻中不曾考量的現象,有鑑於此,本研究綜合探討目前大學生的科學素養、媒體識讀能力與偽科學信念的程度,科學素養、媒體識讀能力與偽科學信念之間的關係,以及媒體使用對其偽科學新聞辨識能力的影響。
本研究於台灣北、中、南、東四地區抽樣調查共1190名大學生,研究結果顯示,大學生在科學素養與媒體識讀能力的表現普通,相信偽科學的程度也不低;而就不同的偽科學信念主題來說,大學生較無法辨識以商業為主題的偽科學。本研究也發現科學素養與媒體識讀能力呈現正相關,與偽科學信念間無顯著相關,而媒體識讀能力與偽科學信念則呈負相關。同時,媒體時間接觸越長的人,其偽科學信念越高,特別是電視的影響最深。在控制多重可能影響的基本背景變項後發現,媒體識讀能力與偽科學信念為解釋偽科學新聞辨識能力的有力變項,本研究論文最後針對這些發現作進一步的討論與建議。 / The current study explores the roles of scientific literacy and media literacy in how people understand or believe the pseudoscientific content in news. Scientific literacy has been considered as an important concept in science communication research for it may explain how well people are able to understand the knowledge in news content, while media literacy is the ability of an audience to think independently and critically of the information provided by media. Past students, however, have not yet suggested a complete picture of how scientific literacy and media literacy together influence audiences’ processing of science news.
Past studies have also not yet widely explored pseudoscience in media or its impact on audiences. Pseudoscience subjects such as astrology and medical quackery can be easily found in media content today, even news, with exaggerated or unproved claims. It remains unknown how publics receive such media information, particularly since audiences have preexisting beliefs relevant to these pseudoscience subjects that would be influential. Thus, the present study is aimed to depict the relationship of science literacy and media literacy in reading pseudoscientific news with consideration of audiences’ pseudoscientific beliefs.
A survey on college students in Taiwan was conducted with a nation-wide stratified sample of 1190. The results first showed that college students are at mediate levels of scientific literacy and media literacy, and the scores of their pseudo-scientific beliefs are not low, particularly on the pseudoscientific subjects that have a marketing theme or a commercial purpose. The findings also showed that scientific literacy is positively related to media literacy and not significantly related to pseudoscientific beliefs; media literacy is negatively related to pseudo-scientific beliefs. In addition, the study found that media use is positively related to pseudoscientific beliefs; especially the viewing of television. Hierarchical regression analyses further showed that media literacy and pseudo-scientific beliefs have significant effects on how pseudoscience content in news is believed. The implications of the findings and recommendations for future studies are discussed at the end.
|
25 |
母親教養信念、管教方式、子女管教滿意與國中生行為表現關係之研究 / The Study of Mothers’ Parenting Beliefs and Styles, Children’ Satisfactions and Behavioral Performances in Junior High School李巧惠 Unknown Date (has links)
論文摘要
為了瞭解母親教養信念、管教方式、子女管教滿意與國中生行為表現的關係,並探討相關影響的因素,乃以461有效樣本之國中學生以及其母親為研究對象,再採用母親教養信念量表、母親管教方式及滿意度量表以及偏差行為量表等研究工具,獲得所需資料,再以描述性統計分析、單因子變異數分析、區別分析、皮爾遜積差相關分析以及多元逐步迴歸分析等統計方法進行分析,其結果發現:
一、 目前母親的「自我能力」教養信念與「經驗」教養信念皆呈現中偏高之得分。
二、 目前國中生子女知覺母親採用的管教方式中,「忽視冷漠」的管教方式讓子女感到最不滿意,而「開明權威」的管教方式讓子女感到最滿意。
三、 教育程度為研究所或以上(含碩博) 之母親,比專科或大學畢業、高中或高職畢業或國中畢業者,具有較強烈之「孩子自己有能力處理」的教養信念。
四、 在母親不同教育程度與職業下,僅教育程度為「高中或高職畢業」的母親,「母親教養信念總分」是區別其採用管教方式類型的重要變項。
五、 不同教育程度母親的教養信念與其子女的行為表現(學業成績、偏差行為)間呈顯著低度相關的關係。
六、 不同職業母親的教養信念與其子女的行為表現(學業成績、偏差行為)間呈顯著低度相關的關係。
七、 母親「自我能力」或「經驗」的教養信念、「寬鬆放任」或「開明權威」的管教方式以及子女對其採用管教方式的「滿意度」能有效預測子女的學業成績表現。
八、 母親的「經驗」教養信念、「開明權威」的管教方式及子女對其採用管教方式的「滿意度」能有效預測子女的偏差行為表現。
最後,根據研究所得結果,針對家庭、社會與未來研究提出具體建議,以供後續相關研究參考。
|
26 |
國民小學補習學校教師內外控信念、角色知覺與教學型態關係的研究 / The Study of Interrelationship Between Locus of Control,Role Perception and Teaching Styles of Supplementary Education Teachers for Elementary Schools陳雪玉, HSUCH YU CHEN Unknown Date (has links)
本研究是以國小補校教師為研究對象,旨在探討國小補校教師內外控信念、角色知覺與教學型態等相關情形,期能根據研究結果,研擬具體可行的建議,以供改進教學及辦理國小補校師資培訓、甄選、評鑑及設計相關師資培育課程之參考。
研究的進行,首先,自有關的文獻及相關研究的探討著手,分析教學型態的意義、分類與內涵,以及內外控信念、角色知覺等變項之意涵、評量工具與相關實證研究,進而再就內外控信念、角色知覺與教學型態關係的相關研究進行探討,以為本研究的理論基礎。其次,設計及選用適當的量表為工具,包括內外控量表、角色知覺量表與教學型態量表等分量表組成「國小補校教學經驗量表」。經抽取擔任八十八學年度國小補校教師800人為對象實施調查,實際有效樣本為557人,並將調查所得資料加以統計、分析和討論之後,獲致結論如下:
一、國小補校教師內外控信念傾向,以本研究受試的教師來看,內控信念傾向者居多。
二、國小補校教師對自身擔任成人基本教育教師的角色知覺程度上,「較明確」者略多於「較不明確」者。
三、國小補校教師教學型態以偏向「學習者中心型」教學取向者略多於「教師中心型」教學取向者。
四、在國小補校教師的人口變項中,以「年齡」、「任教年資」、「補校任教年資」及「有無參加補校教師或成人教學研習」等四項因素,會影響國小補校教師越趨向「學習者中心」型的教師型態。
五、國小補校教師內外控信念傾向不同者,會採用不同教學型態;亦即愈具內控信念傾向者,較會評估學生需求,考慮相關經驗,以及注重個別化教學。
六、國小補校教師「角色知覺」與「教學型態」兩者之間有密切相關。亦即角色知覺愈明確者,愈會傾向「學習者中心」型的教學型態:反之,角色知覺愈不明確者,愈會傾向「教師中心」型的教學型態。
七、對國小補校教師教學型態的影響因素中以「角色知覺」的預測與解釋力最大。
依據研究結論,對國小補校教師、辦理成人基本教育之國小補校、國小補校教師進修教育機構及未來研究提出建議,以供改進教學及培訓國小補校師資之參考。
|
27 |
國中教師管教信念、管教目標與管教策略關係之研究 / A Study on the Relationship between Taiwan Middle School Teachers’ Disciplinary Ideas and Their Disciplinary Goals and Strategies陳敏瑜, Chen,Min-Yu Unknown Date (has links)
本研究旨在探討國中教師管教信念、管教目標與管教策略關係之研究。乃以台灣地區(不含離島)北、中、南、東四個區域的國中教師,共686人為研究對象,採用教師管教信念量表、管教目標量表、管教策略量表等研究工具,獲取所需資料,再以描述統計、皮爾森積差相關、卡方考驗、單因子變異數分析、多元迴歸分析等統計方法進行分析。結果發現:
1. 當前國中教師管教信念較傾向開放;在管教目標方面,最重視品德人際目標,其次為正向發展與獨立目標,最後是成就目標;而管教策略則傾向要求較少,反應較多。
2. 女性教師的管教信念比男性教師更傾向開放,且更常使用「反應」的管教策略;而不同專業背景、不同任教年資教師在管教信念以及「要求」和「反應」的管教策略則均無顯著差異存在。不過,不同人口變項(性別、專業背景、任教年資)教師的管教目標有顯著差異存在。
3. 任教於不同學校環境變項的教師,管教信念、管教目標、管教策略間有顯著差異存在。
4. 教師管教信念越傳統,較常使用「要求」的管教策略,而教師管教信念越開放,則較常使用「反應」的管教策略。此外,教師越重視「品德人際」及「正向發展與獨立」的管教目標,較常使用「反應」的管教策略。
5. 就「要求」策略來說,管教信念及師資班的專業背景,為預測教師「要求」策略的重要變項,預測力為15.2%;就「反應」策略來說,管教信念、「品德人際」以及「正向發展與獨立」的管教目標,為預測教師「反應」策略的重要變項,預測力為23.8%。
本研究根據上述研究結果加以討論,並提出數點建議,以供後續相關實務工作及研究的參考。
關鍵詞:管教信念、管教目標、管教策略 / This study is focused on the relationship between Taiwan middle school Teachers’ disciplinary ideas and their goals and strategies. Subjects are 686 middle school teachers coming from different parts of Taiwan (not including other smaller islands).This study used the Teacher’s Discipline Idea Scale, Discipline Goal Scale and Discipline Strategy Scale as research tools to obtain the necessary data. The gathered data was interpreted with the use of descriptive statistics, Pearson’s Correlation, Chi-Square, One-way ANOVA, and Multiple Regression Analysis. Findings are as such:
1. Current middle school teachers have an open minded idea towards discipline. Regarding the disciplinary goals, our surveys showed that the most important factor was to promote “good moral conduct” ,the second was to promote “self-reliance and positive development”, and the last was to “develop a sense of accomplishment”. For the discipline strategies our results showed that , “demanding” was inclined to be fewer than the “responsive” strategy.
2. Female teachers’ idea on discipline was much more open than that of male teachers, e.g. female teachers tend to use “responsive strategies” more frequently than male teachers . There were no significant difference between teachers’ different professional background and academic years being teachers when their disciplinary strategies, such as “demand” and “responsive” were compared. However, there was a significant difference between different teachers’ demography (gender, professional background, academic tenure) with the teachers’ disciplinary goals.
3. Our result showed that teachers, who taught in different schools, displayed great differences in their disciplinary ideas, goals and strategies.
4. When a teacher’s idea on discipline is more traditional, the teacher tended to use a more “demanding” discipline strategy. While, a more open teacher, tended to have a more “responsive” discipline strategy. Teachers , who enforced much importance on “good moral conduct” and “self-reliance and positive development”, tended to use “responsive” discipline strategies.
5. The correlation analysis showed that the factors such as teachers disciplinary ideas and their academic backgrounds could explain at least 15.2% of their “demanding” disciplinary strategy. On the other hand, teachers, who emphasized “good moral conduct” disciplinary ideas could explained about 23.8% of teachers’ “responsive” strategy.
From those findings, we have provided some insights and suggestions that would serves as reference for further future researches and studies.
Keywords: Disciplinary Ideas, Disciplinary Goals, Disciplinary Strategies
|
28 |
英語教師對課室互動及提問策略的信念與教學實踐之個案研究 / An english teacher’s beliefs and practices about classroom interaction and questioning: a case study張依珊, Chang, I Shan Unknown Date (has links)
本研究旨在探討一位國中英語教師對於課室互動及提問策略的信念與教學實務。資料搜集與分析採質性之資料收集及分析法,以期對於該英語教師之信念及教學能有整體的瞭解。參與本研究教師及學生為台中市一所中型公立國中的一位英文教師及一個七年級班級,期間自九十八年八月至十二月初。資料蒐集方式以訪談、課室觀察及回憶式訪談的逐字稿為主。
以課室互動的七個面向來探討及呈現此位國中英語教師對於課室互動及提問策略的信念與教學實務。研究結果指出該受訪英語教師的教學信念與實務在課室互動的重要性、語言的使用、提問的目的、提問的類型與提問策略等五個面向呈紫現一致性,唯活動類型、溝通式語言的使用面向不一致。研究結果發現該受訪英語教師教學實務深受其教學信念影響,而造成老師信念及實際上課些微差異的因素包括教科書、時間緊迫、大班級的呈現方式、學生的語言能力不足及班級裡頭學生語言能力個別差異大。研究者根據這些發現,提出了對英語教學的看法及未來研究方向的建議,以期對於課室互動及提問策略有整體的瞭解。 / The study attempts to better understand what beliefs a junior high school English teacher had with regard to classroom interaction and questioning, and how these beliefs were reflected in her actual practices. To achieve the purpose, qualitative methods were adopted to capture a holistic understanding of the teacher’s beliefs and practices. The participants included one junior high school English teacher and one seventh grade class in a medium-sized school in Taichung city. Data were collected from August of 2008 to December of 2008. Data from semi-structured interviews, classroom observations, stimulated recall interview, and field notes were analyzed to see the teacher’s beliefs and teaching practices about classroom interaction and questioning.
Seven elements derived from classroom interaction and questioning were used to display the teacher’s beliefs and practices. The results of this study revealed the consistency of the participating teacher’s beliefs and practices in five areas: the significance of classroom interaction, choice of language, the purpose of questioning, teachers’ questioning types and teachers’ questioning strategies. The inconsistency between the teacher’s beliefs and practices was found on the elements of activity types and communicative language use. The results of the consistency between the teacher’s beliefs and practices showed that the teacher’s beliefs greatly influenced the way how she carried out instructional classroom practices. The results of inconsistency, on the other hand, suggesting a mismatch between the teacher’s beliefs and practices, were associated with the following factors, i.e., textbooks, time constraints, large class, students’ limited and diverse proficiency in English. Based on the findings, pedagogical implications and suggestions for future research were recommended. It is hoped to provide insights into the dynamics of classroom interaction and questioning.
|
29 |
台中地區小學學生及其英文教師對於有效英語教學信念之比較 / A study on elementary school students’ and teachers’ perceptions of effective English teaching楊祐華, Yang,Yu hua Unknown Date (has links)
本研究旨在探究並比較小學學生及其英語教師對於有效外語教學之信念。在英語教室中,學生其及老師對於教學的看法有許多相同與相異之處,這些信念會直接或間接影響到教學的有效性。
本研究以問卷調查法進行,對象為台中市34名公立小學英語教師及其811位高年級學生,問卷內容改編自Brown(2009)自編問卷及教育部九年一貫課程綱要 (2007)。問卷回收後資料以統計軟體SPSS 18.0進行敘述性統計、獨立樣本t考驗、單因子變異數分析及薛費事後法分析,獲得結果簡述如下:
1.國小學生及其英語教師對於各項教學法抱持正向的態度。
2.在性別、課外學習經驗、學習英文時間早晚等因素影響下,會影響小學學生對於有效英語教學習的信念。
3.在文法教學上,學生及其教師均持正向態度,教師尤其偏愛歸納式教學。
4.在錯誤糾正上,學生認為教師須立即處理錯誤,但教師們允許適當的忽略。
5.在溝通式教學法上,學生及其教師均持正向態度,但學生對於小組互動的上課方式持較保留的態度。
6.在多元評量方面,學生及其教師均持正向態度,但學生們對於傳統紙筆測驗的看法高於教師們。
根據問卷調查結果,本研究最後提供教學上相關建議以供參考。 / The major purpose of the study is to identify elementary school students’ beliefs toward effective teaching and make a comparison to those of their teachers’. In language classrooms, the students and their English teachers may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs shows direct or indirect impacts on teaching effectiveness.
A questionnaire was used to collect quantitative data from 34 English teachers and 811 students in public elementary schools in Taichung Area. The items in the questionnaire were mainly adapted from the model by Brown (2009) and the Instruction Guidelines issued by the Ministry of Education (MOE, 2007). In this study, statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with the post- hoc Scheffe test were used to analyze the collected data.
The major findings are summarized as follows:
1.Elementary school students and teachers generally hold a positive attitude toward these teaching pedagogies.
2.The demographic variables of gender, extracurricular English learning experience and different length of prior English learning yield an effect on different students’ beliefs.
3.Elementary school students and teachers generally hold a positive attitude concerning Grammar Instruction; moreover, the teachers have more preference for inductive teaching.
4.Elementary school students and teachers generally hold a positive attitude concerning Error Correction; moreover, the students expect teachers to deal with their errors immediately, but their teachers tend to neglect error correction at times.
5.Elementary school students and teachers generally hold a positive attitude concerning Communicative Language Teaching; however, the students seem more hesitant to participate in group interactions in class.
6.Elementary school students and teachers generally hold a positive attitude concerning Multiple Assessments. Furthermore, the students appear to find more value in traditional paper- and- pencil tests than their teachers do.
Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper.
|
30 |
拡張した心 -心の境界の問題と人間本性-呉羽, 真 24 March 2014 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第18011号 / 文博第648号 / 新制||文||603(附属図書館) / 30869 / 京都大学大学院文学研究科思想文化学専攻 / (主査)教授 伊藤 邦武, 教授 中畑 正志, 准教授 出口 康夫 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM
|
Page generated in 0.0143 seconds