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複数クラス開講科目の授業リフレクション ： 早稲田大学「体験の言語化」を事例として
https://doi.org/10.18999/njhe.17.245
e8b22bd3-c8cb-4f95-a509-27b73c110fb3
| 名前 / ファイル | ライセンス | アクション | |
|---|---|---|---|
14.pdf (1.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-03-30 | |||||
| タイトル | ||||||
| タイトル | 複数クラス開講科目の授業リフレクション ： 早稲田大学「体験の言語化」を事例として | |||||
| その他のタイトル | ||||||
| その他のタイトル | Investigating the Collaborative Reflection : The Case of “Contextualizing Self in Society”at Waseda University | |||||
| 著者 |
河井, 亨
× 河井, 亨× 岩井, 雪乃× 兵藤, 智佳× 和栗, 百恵× 秋吉, 恵× 加藤, 基樹× 石野, 由香里× 島崎, 裕子× KAWAI, Toru× IWAI, Yukino× HYODO, Chika× WAGURI, Momoe× AKIYOSHI, Megumi× KATO, Motoki× ISHINO, Yukari× SHIMAZAKI, Yuko |
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| 抄録 | ||||||
| 内容記述 | 本研究は、早稲田大学オープン科目「体験の言語化」という同一科目複数クラス開講型授業の授業開発を対象とし、共同の授業リフレクションの場で、どのように授業実践へのふりかえりが語られるかを明らかにすることを目的とし、同一科目複数クラス開講型の授業リフレクションのあり方を考察する。2015年7月と2016年2月の2回の共同の授業リフレクションの記録を分析した。共同での授業リフレクションの役割は、授業者間で共通理解を形成していくことにある。まず、学生のつまずきについての共通理解が形成された。具体的には、どのように自分の言葉にしていくか、社会課題を当事者意識を持って考えていくかといったつまずきが見られた。また、そうしたつまずきについてどのように教師が働きかけていくかについて共通理解が形成された。その際には、実際の授業で生じる具体的な状況とそこでの学生の学習に即すことによって授業リフレクションが深まることがわかった。共同での授業リフレクションの場は、暗黙知的に行っていることを共有していく場である。そのような共同での授業リフレクションを土台とすることで、授業改善が可能になると展望された。This study focuses on the class “Contextualizing Self in Society,” provided as six lectures at Waseda University. This paper aims toinvestigate how these lectures reflect collaboratively on theirteaching practices. We analyzed reflection sessions from July 2015and February 2016. The framework of teachers’ reflections consistedof students’ learning (contexts/contents) and results (success/failure).Our results showed that collaborative reflection fostered sharedunderstanding of practice and of students’ learning. The challenges tostudent performance that they shared concerned how students maketheir own narratives, how they thought about social problems withtheir own authorship, and what teachers could do when studentsencountered difficulties. Although we did not find a final solution, wecould agree on what the problems were and come up with trialsolutions. The most effective measure for practice improvement is toconvert tacit knowledge with common understandings. The resultsalso showed that relating concrete student performance to the classcontext enabled deep class reflection. We concluded that collaborativereflection can improve the classroom experience for lectures. | |||||
| 内容記述タイプ | Abstract | |||||
| 出版者 | ||||||
| 出版者 | 名古屋大学高等教育研究センター | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.18999/njhe.17.245 | |||||
| ID登録タイプ | JaLC | |||||
| ISSN（print） | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1348-2459 | |||||
| 書誌情報 |
名古屋高等教育研究 巻 17, p. 245-265, 発行日 2017-03 |
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| 著者版フラグ | ||||||
| 値 | publisher | |||||
