This research developed the "Let's Draw a Friend's Face" teaching tool in order to prevent bullying by encouraging young pupils to understand themselves and others, which it considers effective. By engaging in the activity, pupils with low self-esteem who grappled with self-affirmation issues were now able to take part in activities together with everyone in the same grade. Each pupil was able to present his or her work, thus gain confidence and, it is believed, enhance his or her sense of achievement. By coming to an understanding of themselves and each other, pupils got to know the other's good points and work their own way towards finding a solution in the case of a problem arising. In preventing bullying, the activity was able to bring about mutual understanding in a systematic and ongoing way, the educational effect being a tendency to create and reshape relations with others.

The classroom activities conducted in extracurricular activities are held as an opportunity for students to deepen their independent and practical learning. A school is considered a small society, wherein students can deepen their consciousness as a collective member, and acquire the character whereby they can solve problems concerning personal matters by themselves. When developing activities suitable for studying democracy, students need to prepare opportunities and situations that they can tackle actively and spontaneously. Moreover, regarding the leader's role, rather than taking the initiative, the teacher should monitor the students and assume the stance of providing support. There is no hurry to reach a conclusion; rather, students are encouraged to put forth arguments, leading to the students reaching points of agreement. In this way, the habit of practice is cultivated, and, if successful, leads to the training of an independent and practical mindset. Unfortunately, at Japanese schools, it is currently difficult to establish a method whereby students investigate a subject by themselves, share their findings with a friend, and seek solutions to the problems therein. In this paper, we analyze the present conditions of extracurricular activities of Japan. Then, the concepts of "Klassenrat," "Schlermitverwaltung," "conflict intermediaries," and "rescue crews" at the Oberen Schloss School in North Rhine-Westphalia, Germany will be considered.

This research compares the activity of juvenile meetings Japan, and school assembly (Schulversammlung) in the state of Rheinland-Pfalz, Germany. The state of future juvenile meeting activity is also analyzed and examined. In the first half, actual conditions of juvenile meeting activity, principally self-governing activities, is introduced, and issues are reviewed. A problem exists in that the organization of the juvenile meeting does not function adequately. Furthermore, neither children nor teachers clearly understand the aims of the juvenile meeting activity. Therefore, neither has participated in effective activity. In the second half, a review of school assemblies (Schulversammlung) in the state of Rheinland-Pfalz in Germany is introduced. Both children and teachers tackle self-governing activities actively. Consciousness in both children and teachers to improve school life is high. Thus, the contents of juvenile meeting activities are improved and children increase their power, which can help solve problems in school life. Juvenile meeting activity becomes more active and is connected to training of self-governing capabilities because children play a role as collective members.

In this study, we examine the role of classroom activities in experience-based activities to prevent bullying. In Japan, bullying has long been one of its most serious social problems. In addition, Japanese children have extremely poor self-esteem. We therefore focus on experience-based activities and provide students with opportunities to act on their own will, aiming to let them realize their worthiness and enhance their self-esteem. In the first half of this study, we explain how experience-based activities contribute to character formation. In the latter half, we direct our attention to a class called "Service Learning" conducted inHessen, Germany. In this class, students play a leading part and undertake the process to think, make decisions, and move to action all on their own. Teachers serve simply as supporters who give advice only when deemed appropriate. What is considered important is the act of reviewing, in which students become aware of their own growth as well as listen to their friends' efforts, thereby developing understanding of each other. "Service Learning" is a means for overcoming the lack of successful experiences and self-confidence.

対立解消（Conflict Resolution）スキルの獲得を目的とした一連のクラスワイド・ピアサポートプログラム（全10セッション）を、小学校６年生児童に導入し、その展開のプロセスについて検討した。

本研究は、富山県高岡市の学校に明治期から所蔵される卒業作品を手掛かりに、一地方の学校における図画教育変遷の検証を行ったものである。調査では20世紀における図画教育の展開を整理しながら、図画作品及び関係資料の分析を行った。調査の結果、作品には全国的な教育実践の動向を確認することができたほか、大正期の自由画教育運動を経て、昭和前期には自由画から臨画が再び指導の方法論として浮上した「揺り戻しの時代」と言える実践があったことなど、図画教育の実情を明らかにすることができた。

　その他