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協働学習に対する児童・生徒の認識と学級適応感および学習行動の関連
https://doi.org/10.15083/0002003501
https://doi.org/10.15083/000200350100e453f2-b8b1-4307-8460-9da07b63e74d
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_61_19.pdf (362.6 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2022-04-08 | |||||||||
| タイトル | ||||||||||
| タイトル | 協働学習に対する児童・生徒の認識と学級適応感および学習行動の関連 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | The relationship between the elementary and junior high school students’recognition in collaborative learning and subjective adjustment to classroom and learning behavior | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15083/0002003501 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
一柳, 智紀
× 一柳, 智紀
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| 著者所属 | ||||||||||
| 言語 | ja | |||||||||
| 著者所属 | 教職開発コース | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The purpose of this study was to clarify the relationship between learnersʼ recognitions in collaborative learning and their subjective adjustment to classroom and learning behaviors. As a result of examining the relationship between the scales of a questionnaire survey of elementary and junior high school students, it was suggested that positive recognitions of collaborative learning led to learning behavior and the subjective adjustment to classrooms, and that learning behavior also leads to the subjective adjustment to classrooms in elementary school students. On the other hand, in junior high school students, it was suggested that the subjective adjustment to classrooms led to recognitions of collaborative learning and learning behavior. Moreover, we found from the free descriptions that, in common with both elementary and junior high school students, the greatest number of students felt anxious about expressing their opinions in pairs or groups. Cognitive anxiety, such as “what if I make a mistake or leave myself behind,” and negative reactions, such as “will the other person understand me or deny me,” which were not pointed out in the previous study, were also shown. However, there were also differences in characteristics of anxiety between elementary and junior high schools. These suggest that strategies for supporting collaborative learning are different between elementary and junior high school students. | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科紀要 en : Bulletin of the Graduate School of Education, the University of Tokyo 巻 61, p. 211-220, 発行日 2022-03-30 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13421050 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN10516641 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 東京大学大学院教育学研究科 | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | Graduate School of Education, The University of Tokyo | |||||||||
| 言語 | en | |||||||||
