卒論指導の臨床教育学のために

Abstract

Lectures, seminars, and graduation-theses guidance are the main teaching activities in universities. When we look at these educational activities from the viewpoint of students' learning, writing of the graduation theses is the activity that marks the end of their four=years of learning. It is the most active and inquiring learning activity. Therefore, their pleasure and sense of achievement are great when they finish writing their theses. Although research in higher education has been considerably active in recent years, very little research is conducted on guidance for graduation=theses. One reason for this is that guidance methods for graduation=theses vary greatly depending on the levels of the students and their specialties. Another reason is that although graduation theses are significant for students, guidance for these is considered rather less significant. However, it would be very important to consider guidance methods for graduation=theses in order to improve overall faculty education. In this paper, I considered guidance methods for graduation=theses based on my own experiences and reflections.