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  1. A200 教育学部／教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大学大学院教育発達科学研究科紀要. 教育科学
  4. 66(2)

名古屋大学教育方法研究室における「授業分析」と「R.R. 方式」の教育評価論としての意義の再検討

https://doi.org/10.18999/nueduca.66.2.139
dfdda2b5-57eb-4bf2-87ef-4b3ba60bf911
名前 / ファイル ライセンス アクション
11_nuedu660210.pdf 11_nuedu660210.pdf (746.0 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2020-04-02
タイトル
タイトル 名古屋大学教育方法研究室における「授業分析」と「R.R. 方式」の教育評価論としての意義の再検討
その他のタイトル
その他のタイトル Reexamining the Significance of “Lesson Analysis” and “Relativistic Relation Research Methods” in the Division of Methods of Education at Nagoya University as Educational Evaluation
著者 柴田, 好章

× 柴田, 好章

WEKO 97078

柴田, 好章
Search repository
石原, 正敬

× 石原, 正敬

WEKO 97079

石原, 正敬
Search repository
SHIBATA, Yoshiaki

× SHIBATA, Yoshiaki

WEKO 97080

SHIBATA, Yoshiaki
Search repository
ISHIHARA, Masataka

× ISHIHARA, Masataka

WEKO 97081

ISHIHARA, Masataka
Search repository
抄録
内容記述 This paper aims to investigate the history of collaborative research in the Division of Methods of Education at Nagoya University and to clarify the implications of two major joint studies in terms of educational evaluation. Professor Shigematsu Takayasu and Professor Ueda Kaoru began the studies on “Lesson Analysis” and the “Relativistic Relation Research Method” (R.R. Method) in the 1950s- 60s. It can be claimed that both studies have substantial differences in terms of research method and data collection. While Lesson Analysis uses the case study method and collects the detailed records of the learning process during the lesson focusing on the individuality of learners, the R.R. method employs a large-scale survey and collects the patterns of the responses in the questionnaire focusing on the typology of learning style. However, the research methodology of both studies shares the same paradigm, that is, dynamic relativism aimed at revealing learners’ thinking systems from a holistic perspective. Recently, more and more demands for evidence-based decision-making in education are arising, despite the threats to teachers’ professionalism and individually customized teaching. Thus, alternative views of educational evaluation are needed, and it is helpful to look back at the unique research methods employed at Nagoya University.
内容記述タイプ Abstract
出版者
出版者 名古屋大学大学院教育発達科学研究科
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/nueduca.66.2.139
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 1346-0307
書誌情報 名古屋大学大学院教育発達科学研究科紀要. 教育科学

巻 66, 号 2, p. 139-155, 発行日 2020-03-31
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