放送番組からの発展学習の設計に関する研究 : 若手教師と経験教師の比較を通じて  [in Japanese] Designs of the Learning Units Based on an Educational TV Program : A Comparison between Beginning Teachers and Experienced Teachers  [in Japanese]

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Abstract

放送番組からの発展学習づくりのルールを構築するために、本研究では、7名の教師の番組理解や発展学習づくりの多様性に関する基礎的データを収集した。具体的には、3名の若手教師(教職2年以下)と4名の経験教師(教職15年以上)に小学校5年生向けの理科番組を視聴してもらい、番組の構成に対する印象や発展学習設計の方針について聞き取り調査を実施した。そして、両群の番組分析や授業設計の特徴を比較検討した。分析の結果、若手教師と経験教師では番組のとらえ方、発展学習のデザインに大きな違いがあることが確認された。番組のとらえ方については、若手教師は直線的であるのに対し、経験教師は非直線的であることが分かった。また、発展学習のデザインについては若手教師は画一的であったが、経験教師は独自性に富んでいることが明らかになった。

The purpose of the study is to clarify rules applicable in designing learning units to be used as an expansion of an educational TV program. Seven elementary school teachers participated as subjects to provide basic data on differences in analyses of an educational program and in designing learning units. First, three beginning teachers (having less than two year teaching experience) and four experienced teachers (having more than fifteen year teaching experience) were asked to watch a fifth grade science TV program. Then, they were asked to analyze the structure of the program and to design learning units based on the analysis. Finally, in an interview, they were asked to disclose any impression they had had regarding the construction of the program as well as some ideas they could apply in designing the learning units. According to the data, the following two differences were observed. a) Beginning teachers had a tendency to reconstruct the program in a linear way, while all the experienced teachers reconstructed the program in rather complicated style. b) The learning units designed by the beginning teachers were resembled each other, while those of the experienced teachers were much diversified.

Journal

  • Japnese Journal of Educational Media Research

    Japnese Journal of Educational Media Research 3(1), 1-11, 1996

    Japan Association for Educational Media Study

Codes

  • NII Article ID (NAID)
    110009691081
  • Text Lang
    JPN
  • ISSN
    1340-9352
  • Data Source
    NII-ELS  J-STAGE 
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