36 research outputs found
School-Based Lesson Studies Inspired by “Tojisha-kenkyu”
While many teachers acknowledge that school-based lesson studies are useful for their professional development, those studies occasionally become routinized and fail to deliver diverse perspectives without promoting collegiality. This paper selects “Tojisha-kenkyu,” a community-based study of mutual help by those concerned with difficulties, as a type of practitioner research that may evolve school-based lesson studies into a new kind of research activity with distinct procedures and epistemology. School-based lesson studies inspired by “Tojisha-kenkyu” require changes in the conceptual understanding of causality, agency, practice, power, and teacher competency. The paper also discusses the feasibility of introducing such research into the current school education context in Japan.本研究はJSPS科研費JP16K04770の助成を受けたものです
Device to plan language activities in order to develop pattern practice into improvised communication the actual process to produce continuous conversation by a series of Quick Response, a question-and-answer session.
A report on the trial of cooperative activities in which students try to acquire abilities for general purposes: through the activities of English
異教科で協働できる教員を育成するための実践的研究(1) : 教科教育学専攻の共通科目の始動を通じて
本研究は,平成28 年度より始まった「教科教育学専攻」における新しい共通科目(「教科教育学研究方法論」,「教科教育学融合プロジェクト」,「教科教育学の実践的展開」,「教科教育学の実践的検証」)が始動する際に得られた知見を分析・考察し報告するもので,その全容は平成29 年3月に公開予定のホームページで公表される。本報告書は,その研究の要旨を,(1) 経緯について,(2) 各教科について,(3) 実践からの考察,(4) 理論からの考察,(5) 学生の振り返りからの考察の五点から述べる
Instructional methods for encouraging the Use of Vocabulary Learning Strategies: With the Perspective of Universal Design for Learning
The purpose of this study is to develop instructional methods that encourage the use of vocabulary learning strategies in high school English education by incorporating the perspective of Universal Design for Learning. In order to achieve this goal, we devised two instructional methods and verified the effectiveness of the methods through two questionnaire surveys. First, students received feedback on their usage of learning strategies using radar charts with the aim of promoting the use of learning strategies. Result of the analysis between pre- and post- questionnaire showed that there was a statistically significant increase in all the factors of learning strategies. Second, students were given four options that they could freely choose during vocabulary learning with the aim of promoting the use of learning strategies that suit their learning styles. Result of the questionnaire analysis showed that more than 80% of the students used learning strategies recognized as suitable ways for their learning styles. These studies indicate that these instructional methods may have a certain effect in encouraging the use of vocabulary learning strategies
A development on teaching materials and methods for enhancing writing ability at junior high schools in the English education
本研究の目的は, 創造的思考力の育成を図りつつ, その結果として表れる4技能の能力の中でも, 特に書く能力の育成に着目し, 書く力を養う英語科の教材や学習指導法の開発することである。今年度の実践では, 生徒の発達段階に応じながら, 既習事項を用いて, 書く活動を繰り返し学習することにより, 新学習指導要領にある「身近な場面における出来事や体験したことなどについて, 自分の考えや気持ちなどを書くこと」といった言語活動の充実および定着を図ることに視点を当てた授業を展開した。その実践例では, 文法事項の定着のために, ピアサポートを取り入れ, 生徒が主体的に文法事項と向き合う機会を多く設定した。その結果, 生徒同士で書いた作品を読み返したり, 書き直したりする時間が増え, 書いた作品を精選していく中で, よりよい表現を考えて書こうとする意欲が高まることが生徒の評価カードの記述から分かった。また, 書く活動を個人で行った後に, グループで話し合って作品を仕上げていく活動を取り入れることによって, 学力差へ配慮した指導を行うことができた。この成果を生かしても, 学力差に配慮しながら, 段階的に目標を設定して, 書くことにおける適切な指導を行っていくとともに, 学習効果についても検証していきたい