日本の女性研究者

科学教育・教育工学

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NAKANISHI Chiharu

 
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NameNAKANISHI Chiharu
e-mailnakanishi.chiharukunitachi.ac.jp
AffiliationKunitachi College of Music
SectionFaculty of Music
Job titleAssociate Professor
DegreeMaster of Science
Research funding number30317101

Research Interests

 
Professional Development , Content and Language Integrated Learning , TESOL , cognition , TESOL(Teaching English to Speakers of Other Language) , School Education

Research Areas

 
  • Science education/Educational technology / Science education / Professional Development
  • Education / Education / EFL / ESL

Education

 
Sep 2003
 - 
Dec 2005
Human System Science, The Graduate Scool of Decision Science and Technology, Tokyo Institute of Technology
 
Sep 1988
 - 
May 1990
 Language Education Department, Graduate School of Education, University of Pennsylvania
 

Published Papers

 
Do Post-Reading-Questions in EFL / ESL Reading Textbooks Improve Cognitive Skills?
NAKANISHI Chiharu, ANDO Kaori, NAKANISHI Hodaka, SUZUKI Rie
Asian Journal of Education and e-Learning   6(2)    Apr 2018   [Refereed]
Framework for Designing and Reflecting Vocal Lessons at Music College An Attempt to Use ICE Model
NAKANISHI Chiharu, MOTOJIMA Asako
Hong Kong International Conference on Education, Psychology and Society   88-95   Jan 2018   [Refereed]
Analyzing Post-Reading Questions from the Viewpoints of Cognitive Skills
NAKANISHI Chiharu, ANDO, Kaori., NAKANISHI, Hodaka., & SUZUKI, Rie.
EEE’ 17 - The 16th Int’l Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government   9-15   Jul 2017   [Refereed]
An Analysis of Vocal and Piano Lessons in Music College
NAKANISHI Chiharu
Journal of Kunitachi College of Music   51 249-270   Mar 2017
Utilizing Revised Bloom’s Taxonomy Table by Anderson for Teaching Opera
NAKANISHI Chiharu,MATSUBARA Yuna
Journal of Kunitachi College of Music   51 101-112   Mar 2017
Japanese Junior High School Students’ Perception toward English and Soft CLIL -A Case Study at Shoto Junior High School in Tokyo-
NAKANISHI Chiharu & NAKANISHI Hodaka
The 2016 - The 15th International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government EEE’16   15 28-34   Jul 2016   [Refereed]
A Preliminary Study for Enhancing Cognitive Skills in Music College
NAKANISHI Chiharu et al.
Journal of Kunitachi College of Music   50 127-138   Mar 2016
Utilizing Revision of Bloom’s Taxonomy of Cognitive Domain for Japanese Teachers
NAKANISHI Chiharu
Journal of Kunitachi College of Music   50 115-126   Mar 2016
How do Students Think about Soft CLIL in the Basque Secondary Schools?
NAKANISHI Chiharu & NAKANISHI Hodaka
Asian Journal of Education and E-Learning   4(1)    Feb 2016   [Refereed]
An Analysis of Music College’s Vocal Lessons by the Bloom’s Revised Taxonomy
NAKANISHI Chiharu & MOTOJIMA Asako
2015 The 4th Hong Kong International Conference on Education, Psychology and Society   4 556-563   Dec 2015   [Refereed]
Assessment of Scoring Content and English in the first CLIL Project at a High School in Sardinia
NAKANISHI Chiharu & NAKANISHI Hodaka
The 2015 International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government, EEE’15   15 92-97   Jul 2015   [Refereed]
Language Education and Content and Language Integrated Learning in the Basque Autonomous Community
NAKANISHI Chiharu
Journal of Kunitachi College of Music   49 93-104   Mar 2015
Supporting Students by Giving Feedback For Students who Learn Music
NAKANISHI Chiharu et al.
Journal of Kunitachi College of Music   49 105-116   Mar 2015
Students’ Perception towards Soft CLIL in the Basque Secondary Schools.
NAKANISHI Chiharu
The 2014 International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government, EEE’14,   14 3-8   Jul 2014   [Refereed]
Possibilities of CLIL for Japanese College Underachievers in English : Based on the Articles and Interview of Mr. Phil Ball
NAKANISHI Chiharu
Journal of Kunitachi College of Music   48 93-104   Mar 2014
Engaging Music Students in Active Learning
NAKANISHI Chiharu et al.
Journal of Kunitachi College of Music   48 105-116   Mar 2014
欧州連合における内容言語統合型学習(CLIL 型学習)の現状と日本への示唆
NAKANISHI Chiharu
The JAIAS Journal   (13) 1-20   Jun 2012   [Refereed]
Evaluating CLIL Materials and Teacher's Manual
NAKANISHI Chiharu
47 87-97   Mar 2012
Nakanishi Chiharu, Hayashi Chiyo
Kunitachi College of Music journal   45 37-48   Mar 2011
Nakanishi Chiharu
Kunitachi College of Music journal   46 95-105   2011
Annual report   (6) 14-23   Mar 2010
This is a report on the preliminary stage of a longitudinal project aimed at developing classroom-based Can-do Statements for EFL college students. The participants of the study were 232 college students and the 11 English teachers who taught them...
The LCA journal   (26) 51-62   2010   [Refereed]
Nakanishi Chiharu, Hayashi Chiyo, Kobayashi Wakako, Sakuma Akiko
Kunitachi College of Music journal   44 71-82   2009
The JAIAS journal   (10) 15-30   2009
NAKANISHI Chiharu
JACET JOURNAL   (47) 35-49   Oct 2008
Nakanishi Chiharu, Hayashi Chiyo, Uchino Yasuko, Ohama Eri, Kobayashi Wakako, Sakuma Akiko
Kunitachi College of Music journal   43 59-70   2008
Nakanishi Chiharu, Hayashi Chiyo, Uchino Yasuko, Ohama Eri, Kobayashi Wakako, Sakuma Akiko, Takada Mari, Hatano Fujimi, Yamanaka Akiko
Kunitachi College of Music journal   42 59-70   2007
NAKANIHIS Chiharu, AKAHORI Kanji
The Bulletin of Japanese curriculum research and development.   28(1) 1-9   Jun 2005   [Refereed]
The objective of this research is to verify the validity of peer feedback of Japanese university students when teaching English writing. 50 students and 13 teachers each reviewed a set of three English writing samples by both rating them on a scal...
Comparing Anonymous and Unanimous Peer-feedback to English Composition
NAKANISHI Chiharu, AKAHORI Kanji
Vol. 42. 133-146 -NC000082   2005   [Refereed]
The objective of the present study is to investigate the difference between peer feedbacks with name and without name in Japanese college English composition class. The forty-six students reviewed two English compositions not knowing the writer 's...
NAKANISHI Chiharu, AKAHORI Kanji
Japan journal of educational technology   28(0) 229-232   Mar 2005   [Refereed]
Nakanishi Chiharu
Kunitachi College of Music journal   37 83-94   2002
Nakanishi Chiharu
Kunitachi College of Music journal   36 93-104   2001
Nakanishi Chiharu, Ross Noriko, Ebihara Akiko
Kunitachi College of Music journal   35 73-82   2000
Nakanishi Chiharu
Kunitachi College of Music journal   34 201-211   1999
Nakanishi Chiharu
Kunitachi College of Music journal   30 211-224   1995
Nakanishi Chiharu
Kunitachi College of Music journal   29 177-190   1994
Nakanishi Chiharu
Kunitachi College of Music journal   28 161-168   1993
Nakanishi Chiharu
Kunitachi College of Music journal   27 177-193   1992
Using the Bloom’s Revised Taxonomy to Analyze the Teacher’s Description of Cognitive Skills in Music College’s Vocal Lessons
NAKANISHI Chiharu & MOTOJIMA Asako
International Journal of Educational Science and Research   6(1) 93-100   Feb 2016   [Refereed]

Misc

 
Nakanishi Chiharu
Kunitachi College of Music journal   49 93-104   2014
バスク自治州(スペイン)のバスク文化・バスク語の復興を目指すIkastolaネットワークは,複言語主義を唱って,4言語教育を行っている。その一環として,リンガフランカである英語を効率的に学び,中学校卒業(義務教育終了)までにCEFRのB1+レベルに到達するために,CLIL(内容言語統合)型学習を導入している。本研究の目標は,バスク自治州での言語教育とCLIL型学習の概要を明らかにすることにある。まず,バスク自治州の言語教育,Ikastolaの学校での複言語教育,CLIL型学習導入状況につい...
Nakanishi Chiharu, Kageyama Mamiko, Motojima Asako, Shindo Yuko
Kunitachi College of Music journal   49 105-116   2014
本研究では,先行研究を概観し,フィードバックの定義,よいフィードバックの条件,フィードバックの効果,学習者のフィードバックに対する認識を整理する。次に,声楽,ピアノ,音楽療法を担当する教師が,それぞれ,フィードバックの役割を何と考え,音楽を学ぶ人にどのようにフィードバックをしているかについて,事例研究を行う。最後に,先行研究と筆者たちの学習・教育経験から,音楽を学ぶ人を伸ばすためのフィードバック・ガイドラインを試作する。
Nakanishi Chiharu
Kunitachi College of Music journal   48 93-104   2013
本論の目的は,日本の大学における英語力下位層を対象にCLIL(内容言語統合)型学習を導入する可能性を探ることである。そのために,スペインバスク地方のCLIL型学習英語教材開発者のPhil Ballの著述とインタビューに基づいて,CLIL型学習の特徴,ESL/EFLとの違い,教材デザインを調査検討する。BallによればCLIL型学習には「英語よりも内容を重視する。中身のある内容を理解させるために,教材デザインを入念に行う。本物のコミュニケーションの場を設け,高次の思考が必要なタスクに協同学習...
Nakanishi Chiharu, Shiobara Mari, Motojima Asako, Kaneko Megumi )
Kunitachi College of Music journal   48 105-116   2013
本研究では,先行研究におけるアクティブラーニングの定義とアクティブラーニングを授業に取り入れる意義を整理する。次に,国立音楽大学におけるアクティブラーニングについての事例研究を行う。対象とする科目は,音楽教育学科のグループ授業として行われている声楽表現,器楽表現(ピアノ)と,全学生の必修科目である外国語コミュニケーション(英語)である。これらの授業を担当する教師がアクティブラーニングは何を意味すると考え,音大生の学びをどのようにサポートしているかを報告する。音楽実技の授業では,協同学習の中...

Association Memberships

 
Independent Learning Association , BAAL

Research Grants & Projects

 
The Process of Japanese University Studunts English Acquisition
Teacher's talk, Classroom Language
Teacher's view to Children in British & American Children Literature