WEKO3
アイテム
リレー式マイクロティーチングの試み
http://hdl.handle.net/10105/2302
http://hdl.handle.net/10105/2302830a2bf6-ba03-4365-8f03-ca1058a0d9b6
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE32_1_181-199.pdf (844.9 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 | 2010-02-04 | |||||||
| 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 | |||||||
| 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 | The purpose of this paper is to discuss and elucidate the changing processes of Microteaching (MT) and their problems and to improve the method of practicing MT in order to carry out student teaching more effectively. As a case study, several students tried MT three times that the subject matters were passed relatively to other MT. The results were analyzed by the evaluation table each time. 1. The time spent on MT was clearly shortened from 18 to 13 minutes on an average, although it was a few more minutes than the required time (10 minutes). The practice time of MT differed from subject to subject, suggested the necessity to decide a specific period of time for each subject. 2. Our experiment this time did not continuously repeat MT of the same content by the same instructor (student) just after the previous MT, but tried the new type of MT which took over the content similar to the previous MT after intervals of three weeks. The results were as follows: (1) Our new type of MT gave pupils (students) a tense situation and aroused in them more interest in different contents of subject than before. (2) Instructors could plan their improved MT and compare the results with other MTs, for they had participated many times as pupils in MT before. (3) Students playing pupil's role, could evaluate many MTs likewise, considering the characteristics of subjects. But they did not always succeed in improving MT. Strictly speaking for exact evaluation, the same student must practice MT repeatedly, using the same content and his MT should be evaluated comparatively, However, in order to attain this, it is desirable for pupils (students) to be changed each time, which is impossible for us to do under the present circumstances. On the contrary, our relayed MT method can always utilize the same students as pupils and can have enough time to improve MT by their role-playing by turns and these are advantages to this type of MT. 3. Every student feels unfamiliar and uneasy about MT at first, and so it is natural that the fluctuation of each category in evaluation is large. The evaluation which reduced to a mean in the process of repeating MT means the improvement of students' weak points on MT on one side, and also means the monolonousness of MT on the other side. The problems of MT will not be solved by a negative attitude, but MT should be positively practiced on a few purposes of teaching skills or contents, namely on a priority principle. 4. A few categories oi evaluation table proved to be corrected, and some new categories in consideration of characteristics of subjects were also found to be required in addition to the ones we had used. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 32, 号 1, p. 181-199, 発行日 1983-11-25 |
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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 | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
