附属中学における学習到達目標の設定・活用の成果と課題 : CAN-DOリスト設定の教師・生徒への影響

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  • フゾク チュウガク ニ オケル ガクシュウ トウタツ モクヒョウ ノ セッテイ ・ カツヨウ ノ セイカ ト カダイ : CAN-DO リスト セッテイ ノ キョウシ ・ セイト エ ノ エイキョウ
  • Strengths and Challenges in Making and Using Learning Attainment Targets : Impacts of CAN-DO Lists on Teachers and Students

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Since MEXT（the Ministry of Education, Culture, Sports, Science, and Technology）（2011）released a document entitled “Five proposals and Specific Measures for Developing Proficiency in English for International Communication,” senior and junior high school English teachers have been urged to establish and publicize learning attainment targets in the form of “CAN-DO Lists” and monitor attainment. This study aims to investigate how three English teachers in Toyama University Attached Junior High School perceive their teaching practices based on the learning attainment targets in the form of CAN-DO lists. The study attempted to delineate categories from three English teachers' reflections on two years' teaching practices. Two categories extrapolated were “Teaching improvement” and “Nurturing autonomous learners.” The former category consists of four subcategories: “Confirming English proficiency to be attained”, “Change of lesson design” “Reflection for improvement of teaching practices” “Balancing the four skills.” The latter category comprises two subcategories: “Confirming the goals to be attained” and “Promoting a sense of attainment.”

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