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探究的な学習を指導するための教授学的理論研究 : 理解か、成果か、それとも変革か？
https://hiroshima-cu.repo.nii.ac.jp/records/2000044
https://hiroshima-cu.repo.nii.ac.jp/records/2000044de378333-2958-4694-9fa2-6dc764025f02
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
HJIS29-21.pdf
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-02-29 | |||||||
| タイトル | ||||||||
| タイトル | 探究的な学習を指導するための教授学的理論研究 : 理解か、成果か、それとも変革か？ | |||||||
| 言語 | ja | |||||||
| その他（別言語等）のタイトル | ||||||||
| その他のタイトル | Didactic Theory for Teaching Inquiry-based Learning : Understanding, Performance or Transformation? | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 主題 | 探究的な学習 | |||||||
| キーワード | ||||||||
| 主題 | 教授学 | |||||||
| キーワード | ||||||||
| 主題 | 総合的な学習の時間 | |||||||
| キーワード | ||||||||
| 主題 | 総合的な探究の時間 | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | journal article | |||||||
| 著者 |
卜部 匡司
× 卜部 匡司
|
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| 著者（英） | ||||||||
| 姓名 | URABE, Masashi | |||||||
| 言語 | en | |||||||
| 抄録 | ||||||||
| 内容記述 | This paper attempts to theoretically organize the types of teaching and learning processes that occur in inquiry-based learning. By doing so, it is hoped to provide a comprehensive perspective that will serve as a basis for future practice and reflection on the instruction of inquiry-based learning. According to the national curriculum in Japan, inquiry-based learning has been described as a series of learning activities that involve the repeated development of a problem-solving activity. While the expansion of inquiry-based learning in schools has been accompanied by an increasing number of guideline studies, theoretical research on inquiry-based learning seems to be insufficient and its didactic implications remain in a state of chaos. As a research framework, this study is based on didactic theory with an ideal type model of five types (imitating, practicing, comprehending, enabling and shaking didactics). Based on this framework, the application of didactic theory for inquiry-based learning can be constructed around three types of inquiry: inquiry for deeper understanding, inquiry for more successful performance, and inquiry for cognitive and behavioral transformation. It is important for each school to choose a type according to its circumstances and purposes of inquiry-based learning. | |||||||
| 言語 | en | |||||||
| 書誌情報 |
ja : 広島国際研究 巻 29, p. 21-32, 発行日 2024-01-31 |
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| 出版者 | ||||||||
| 出版者 | 広島市立大学国際学部 | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 1341-3546 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN10485683 | |||||||
