Citation

Tsuji Y. J. Japan Soc. Safety Eng. 2017; 56(4): 238-244.

Copyright

(Copyright © 2017, Japan Society for Safety Engineering)

DOI

10.18943/safety.56.4_238

PMID

unavailable

Abstract

With the revitalization and interdisciplinaryization of research promotion at universities, the mobilization of human resources, and the internationalization of campuses, problem-solving human resources who have a broad perspective and have acquired thinking and practical skills in the field of environmental safety as well. Is expected to grow. In addition, environmental safety education at research sites, which is a complex system in which "things," "utilities," and "humans" are closely related to each other in "space," is not effective if a manual that can be applied to all fields is sought. ， Flexibility that can correspond to each field is required. In such a situation, in order to realize rational and effective education, it is necessary to develop teaching materials, lectures, practical training, experiential learning, and exercises that turn the knowledge gained in the classroom into practical knowledge as one's own problem. It is necessary to develop a combination of educational methods and systematize education such as environmental safety basics, research safety basics, safety theory in specialized fields, and advanced theory. [Google Translate]

大学等において研究推進の活性化・学際化，人材の流動化やキャンパスの国際化が進む中，環境安全の分野においても，広い視野を持ち，思考力・実践力を身につけた課題解決型人材の育成が期待されている．また，「空間」において「モノ」「ユーティリティー」「ヒト」が相互に緊密に関連した複雑系システムである研究現場における環境安全教育は，あらゆる分野にも適用できるマニュアルを求めるのでは実効性が薄く，各分野に対応可能なフレキシビリティーが要求される．このような状況において，合理的かつ実効的な教育の実現には，座学で得た知識を自分自身の問題として実践的な知識にする教材の開発，座学・実習・体験学習・演習を組み合わせた教育手法の開発，環境安全基礎・研究安全基礎・専門分野の安全の各論・アドバンストな各論といった教育の体系化が必要である．

Language: ja

Keywords

実習教材; 展示教材; 思考力・実践力; 段階的教育; 研究現場