アクティブラーニング型授業における構図の解剖と縫合 An Analysis and Synthesis of the Composition of Active Learning

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著者

    • 河井 亨 Toru Kawai
    • 立命館大学教育開発推進機構 Institute for Teaching and Learning, Ritsumeikan University

抄録

The purpose of this paper is to outline the future of active learning in Japanese higher education. First, I overview the present condition of active learning in Japanese higher education. Second, I review the composition of active learning in order to reveal its past and future. I break it down into teaching form, learning form, transition and point of view (position). I have incorporated the critique of active learning into the composition format and created a more integrated form of the composition of active learning. This consists of three distinctions: one-way lectures and two-way classes; passive and active learning in external activities; passive and active learning in internal activities. To envision a new form of education such as active learning, it is essential to go beyond surface dichotomies and consider plural distinctions or transitions. In the case of active learning, we pursue activeness both in internal and external activities and connect active learning to deep understanding of knowledge.

The purpose of this paper is to outline the future of active learning in Japanese higher education. First, I overview thepresent condition of active learning in Japanese higher education. Second, I review the composition of active learning inorder to reveal its past and future. I break it down into teaching form, learning form, transition and point of view (position).I have incorporated the critique of active learning into the composition format and created a more integrated form of thecomposition of active learning. This consists of three distinctions: one-way lectures and two-way classes; passive and activelearning in external activities; passive and active learning in internal activities. To envision a new form of education suchas active learning, it is essential to go beyond surface dichotomies and consider plural distinctions or transitions. In thecase of active learning, we pursue activeness both in internal and external activities and connect active learning to deepunderstanding of knowledge.

収録刊行物

  • 京都大学高等教育研究

    京都大学高等教育研究 21, 53-64, 2015-12-01

    京都大学

各種コード

  • NII論文ID(NAID)
    110010021318
  • NII書誌ID(NCID)
    AN10487452
  • 本文言語コード
    JPN
  • 資料種別
    Departmental Bulletin Paper
  • 雑誌種別
    大学紀要
  • ISSN
    13414836
  • NDL 記事登録ID
    027115099
  • NDL 請求記号
    Z7-B640
  • データ提供元
    NDL  NII-ELS  IR 
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