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深い学びに寄与するグループ活動のデザイン : 思考と活動の乖離を乗り越えるために
https://doi.org/10.18999/njhe.19.141
c90411c9-a4d3-4f0c-a4b5-18afbb347b43
| 名前 / ファイル | ライセンス | アクション | |
|---|---|---|---|
09.pdf (1.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-04-01 | |||||
| タイトル | ||||||
| タイトル | 深い学びに寄与するグループ活動のデザイン : 思考と活動の乖離を乗り越えるために | |||||
| その他のタイトル | ||||||
| その他のタイトル | Designing Group Activities for Deep Learning : Circumventing the Thinking /Activity Disjunction | |||||
| 著者 |
森, 朋子
× 森, 朋子× 松下, 佳代× MORI, Tomoko× MATSUSHITA, Kayo |
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| 抄録 | ||||||
| 内容記述 | 学習指導要領が改訂され、中等教育においても「主体的・対話的で深い学び」の導入が推奨されている。同意語とされるものにアクティブラーニングがあり、いわゆる質的転換答申以降、多くの大学で導入されており、多くの効果を挙げているが、その一方で思考と活動の乖離やフリーライダーの出現といった新たな課題が生じている。今後、多くの授業でアクティブラーニング導入が推奨される中等教育では、形だけ取り入れたとしても、深い学びは得られず課題は増えるばかりである。政策誘導でとどめず、目の前の生徒の学びをより豊かにする教育方法としてアクティブラーニングを実質的に導入するためには、先行した大学での研究結果を応用し、中等教育においても有効である学習理論を構築する必要性がある。本研究は、大学に接続する中等教育をフィールドに、その授業におけるグループ活動に注目し、深い学習が想起する活動デザインを検討することを目的とする。すでに大学のフィールドにおいて有効であった「個－グループ－個人」（森2017、Mori2017）のデザインを中等教育の現場に導入し、生徒の学びがどのように変容するかについて検証する。A recent revision of curriculum and teaching guidelines in Japan recommends that “subjective and interactive deep learning” be included in the secondary education curriculum. However, the synonymous concept of active learning has already been deployed in the university education system, and new problems such as thinking/activity disjunctions and non-participation have emerged in the classroom as a result. Nonetheless, active learning will be used in most secondary education classes in the near future, and deep learning will not be acquired if it is merely adopted as a formality. In order to effectively introduce active learning as an educational methodology, it is mandatory to also carefully analyze the outcomes of previous research. In the present study, we focus on group activities in secondary education, and how they compare to the educational activities at universities, particularly looking at study activity designs that allow deep learning. We have specifically looked at how the learning approach of a student can be transformed by introducing a unit/group/individual design (Mori 2016) into the field of secondary education. This approach has already been shown to be valuable in the field of university education. | |||||
| 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.19.141 | |||||
| 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 19, p. 141-152, 発行日 2019-03 |
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| 著者版フラグ | ||||||
| 値 | publisher | |||||
