Reask モデルを⽤いたマイクロティーチングの開発と効果 Development of Micro-teaching with Reask Model and Investigation of its Effect 森 康彦・⽊下光⼆・藤原伸彦・若井ゆかり MORI Yasuhiko, KINOSHITA Mitsuji, FUJIHARA Nobuhiko, and WAKAI Yukari (鳴⾨教育⼤学 / Naruto University of Education) キーワード: Reask,マイクロティーチング,教員養成 Keywords: Reask, Micro-teaching, Pre-service Teacher Education Abstract Authors have been working on improvement of lesson competency and skills of undergraduate and graduate students who would like to be a teacher through trial lessons and micro-teachings. By the trial lessons and micro-teachings, of course, studentsʼ competency and skills are improved, but there still remain some problems. One of them is that student teachers tend to do teacher-centered class where they mainly talk and people whose role are pupils listen teacherʻs explain. In this research, we construct Reask model that aims to have students make classes where they bring out pupilsʼ reactions and accept them, and develop micro-teaching with Reask model and investigate its effect. We propose Reask model which is a method to bring out childrenʼs thought and experiences and to deepen their learning. We consider their expression to Reask as an effective key to improvement of pre-service teachersʼ lessons. So, we have pre-service teachers do micro-teaching with Reask model and attempt to improve competency for pre- service teachers to conduct children-centered classes. 1. はじめに 筆者らは,教員をめざす学部⽣及び学卒院⽣に対し,模擬授業による演習やマイクロテ ィーチングを中⼼に授業⼒の向上を図る取り組みを⾏ってきた。それらにより全体的な授 業⼒の向上は⾒られるものの,教師主導の授業から脱しきれない状況があり⼤きな課題と なっている。本研究では,教師の問いに対する児童の反応を授業改善のよりどころと考え, 深い学びにつながる児童の反応を引き出すための Reask モデルを提案する。そして,Reask モデルを取り⼊れたマイクロティーチングによって,児童の思考に寄り添った児童主体の 授業を⾏う⼒の育成を試みる。 41
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Reask モデルを⽤いたマイクロティーチングの開発と効果
Development of Micro-teaching with Reask Model and Investigation of its Effect
森 康彦・⽊下光⼆・藤原伸彦・若井ゆかり MORI Yasuhiko, KINOSHITA Mitsuji, FUJIHARA Nobuhiko, and WAKAI Yukari
(鳴⾨教育⼤学 / Naruto University of Education) キーワード: Reask,マイクロティーチング,教員養成 Keywords: Reask, Micro-teaching, Pre-service Teacher Education Abstract Authors have been working on improvement of lesson competency and skills of undergraduate and graduate students who would like to be a teacher through trial lessons and micro-teachings. By the trial lessons and micro-teachings, of course, studentsʼ competency and skills are improved, but there still remain some problems. One of them is that student teachers tend to do teacher-centered class where they mainly talk and people whose role are pupils listen teacherʻs explain. In this research, we construct Reask model that aims to have students make classes where they bring out pupilsʼ reactions and accept them, and develop micro-teaching with Reask model and investigate its effect. We propose Reask model which is a method to bring out childrenʼs thought and experiences and to deepen their learning. We consider their expression to Reask as an effective key to improvement of pre-service teachersʼ lessons. So, we have pre-service teachers do micro-teaching with Reask model and attempt to improve competency for pre-service teachers to conduct children-centered classes. 1. はじめに
この我々の知識観に関する仮説は,シェドロフ(2001)の,⼈間へのいわゆる“情報”の⼊⼒とそれに対する理解のレベルに関する「理解の外観」という図(Figure 1)によって説明することができる。シェドロフは,理解は「データ(Data)」「情報(Information)」「知識(Knowledge)」「知恵(Wisdom)」の順に深まっていくと考えている。「データ(Data)」は,その出どころやなぜ伝えられているのか,どのように並べられているのかといった様々なコンテクスト(⽂脈あるいは背景; Context or Background)から切り離された事実の⼩⽚のことである。データは,分類されたり整理されたりして「情報(Information)」となる。分類や整理は,当然意図を持って⾏われる。そのため,情報はデータと異なり,特定の⽅向性(=コンテクスト; Context)」を持って意味付けられている,と⾔える。「知識(Knowledge)」は⾃⾝の経験を通して情報を内化したものであり,会話(Conversation)やストーリーテリング(Storytelling)によってやりとりできるものである。「数多くの経験や疑問を通して初めて,知識の⾜跡のパターンを⾒ることができる。そうして得た情報のパターンこそ知識
Figure 1. The understanding spectrum (drawn by one of authors based on Shedroff, 1999). On the diagram, Shedroff said “Understanding is a continuum that leads from Data, through Information and Knowledge, and ultimately to Wisdom.”
はない, pp. 61-64. エムディエスコーポレーション. [cf. Shedroff, N.. Figure of Understanding spectrum. In: Robert Jacobson (Ed.). Information Design. MIT Press, Cambridge, MA, 1999.]