オープンプラン小学校の教師と研究者 の連携による学習環境を活用した教育 実践とその評価:美浜打瀬小学校でのとりくみ(その2)  [in Japanese] EDUCATIONAL PRACTICES FOR UTILIZATION OF LEARNING ENVIRONMENT BY COLLABORATION WITH TEACHERS AND RESEARCHERS IN AN OPEN-PLAN ELEMENTARY SCHOOL AND THE EVALUATION:Case Study in MIHAMA UTASE Elementary School (PART2)  [in Japanese]

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Author(s)

    • 倉斗 綾子 KURAKAZU Ryoko
    • 千葉工業大学創造工学部デザイン科学科 Dept. of Design, Faculty of Creative Engineering, Chiba Institute of Technology
    • 橋本 都子 HASHIMOTO Kuniko
    • 千葉工業大学創造工学部デザイン科学科 Dept. of Design, Faculty of Creative Engineering, Chiba Institute of Technology

Abstract

This report is further study about the collaboration with teachers and researchers at Mihama Utase Elementary School.<br>In the second year of this collaboration, we put in practice some lectures to school staffs and teachers, some trial classes for utilizing spaces, and accounting to objective outsider this collaboration activities and its achievements. Through this collaboration and practices, we recognized that collaboration with teachers and researchers of open-plan schools was significant activities because school buildings and educational methods are promoting individuality.

This report is further study about the collaboration with teachers and researchers at Mihama Utase Elementary School. <br>In the second year of this collaboration, we put in practice some lectures to school staffs and teachers, some trial classes for utilizing spaces, and accounting to objective outsider this collaboration activities and its achievements. Through this collaboration and practices, we recognized that collaboration with teachers and researchers of open-plan schools was significant activities because school buildings and educational methods are promoting individuality.

Journal

  • AIJ Journal of Technology and Design

    AIJ Journal of Technology and Design 22(52), 1079-1084, 2016

    Architectural Institute of Japan

Codes

  • NII Article ID (NAID)
    130005432242
  • NII NACSIS-CAT ID (NCID)
    AN10531441
  • Text Lang
    JPN
  • ISSN
    1341-9463
  • NDL Article ID
    027681664
  • NDL Call No.
    Z16-B375
  • Data Source
    NDL  J-STAGE 
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