WEKO3
アイテム
リレー式マイクロティーチングの試み（Ⅱ）
http://hdl.handle.net/10105/2245
http://hdl.handle.net/10105/22456070ea30-c2e5-434d-9364-bfe7adff2f45
| 名前 / ファイル | ライセンス | アクション |
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NUE33_1_155-170.pdf (635.7 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2010-02-03 | |||||||
| タイトル | ||||||||
| タイトル | リレー式マイクロティーチングの試み（Ⅱ） | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
太田, 静樹
× 太田, 静樹
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| 著者(ヨミ) | ||||||||
| 姓名 | オオタ, シズキ | |||||||
| 著者別名 | ||||||||
| 姓名 | OHTA, Shizuki | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This paper is a continuance of the previous study, which was published in the bulletin last year. It considers the results of having experimented in the problems left behind. 1. Despite the understanding that teaching skills must be given priority over content of subjects in Microteaching (MT), we found in the experiment this time again that the latter was regarded as more important than the former on the stage of practicing and evaluating MT. In order to reconvert the priority of content to teaching skills, teachers have to guide the students in the stage of making up MT plans, although it is desirable that the students should guide themselves just like that as fast as possible. 2. Fifteen minutes, the time spent in MT, are accepted as appropriate time in such subjects as language, social studies, arithmethic and science education, because this time has been fully established as average in the past two years. 3. In this form of MT, every student could practice teacher's role-playing at least three times but not more. This number of time is only too few, and the interval of three weeks between MTs, which a student must take over, is too long. It is natural to feedback reflection and criticism on the previous MT to the next one as quickly as possible but if there are more than six students on the MT class, they will have difficulty in increasing the number of time of MT (as teacher), while if fewer than that, they would be short of the number of the group playing pupils'role. Herein lies a knotty problem of this form of MT. 4. The frequency of teachers' role-playing which students could practice is very small, while that of pupils' role-playing is fairly large. If they purposefully experimented pupils' role-playing in many MTs, they could make the content of MT much more substnatial and perhaps make their own teacher's role-playing efficient. Therefore the training and evaluating methods of pupils' role-playing by students must be considered. Though the meaning of pupils' role-playing in MT has not yet been emphasized, this will be important in our MT, where students always play pupils' roly in this country. 5. This relayed MT generally maintained freshness and tension as expected, but the relationship of subject matters in each MT was rather arbitarily considered and not close enough. If the students group study the content of MT together and practice, dividing their MTs among them, then the relationship in MTs will be more close and a comparative evaluation can be done more adequately. 6. It is ascertained by a decrease of SD of whole's average from the first to the third MT that individual differences in MT have become gradually smaller, revising early rough MTs of their own. The individual problems need to be analyzed by a formative evaluation and so much importance was attached to student's comments in a evaluation table this time. A tendency to balance evaluation values in each category, appeared naturally and plainly in the second and the third time, which means a monotonous MT. Instead of evaluating each category comprehensively, it needs to lay emphasis on the category according to characteristics of subject matters. By solving the problems mentioned above, it is necessary to substantiate to what extent this form of MT can be available and effective in real classrooms. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 33, 号 1, p. 155-170, 発行日 1984-11-26 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 05472393 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00181081 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | A Study of Relayed Microteaching (II) | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
