The purpose of this article was to investigate teachers’ perspectives of designing a lesson using collaborative learning in Japanese elementary school. This article included two studies: the purpose of study 1 was to figure out teachers’ personal perspectives of lesson design, and that of study 2 was to reveal the relation between lesson study culture and lesson design principle. In Study 1, questionnaire was conducted to the teachers (N=129) about their perspectives of design for ordinary lessons, especially that using collaborative learning, and how to select activities for collaborative learning (pair, group, or whole classroom discussion). In study 2, interview asking teachers (N=14, they belong to a same elementary school which has a deep lesson study culture) about their perspectives and construction of lesson design principles. As a result, the following three points were found: (1) the teachers selected activities for collaborative learning along with unfoldment lesson regardless of aims of the lesson, (2) teachers referred to “activities” more in a lesson using collaborative learning than in ordinary lessons, and (3) the lesson study culture strongly influenced design principles.
内容記述
2015 年度若手研究者育成プロジェクト採択者ワーキングペーパー（2016年度に高度化センターHP に公開のものを再掲）
キーワード：Collaborative Learning, Elementary School Teacher, Design for Lesson, Professionalism
雑誌名
東京大学大学院教育学研究科付属学校教育高度化センター 研究紀要
巻
2
ページ
64 - 80
発行年
2017-03-31
書誌レコードID
AA12732500
著者版フラグ
publisher
出版者
東京大学大学院教育学研究科付属学校教育高度化センター
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協働学習を用いた授業デザインに関する研究 : 個人と学校文化に着目して
CESE00203.pdf
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