WEKO3
アイテム
マイクロティーチングにおける役割について
http://hdl.handle.net/10105/2429
http://hdl.handle.net/10105/242900ab99d0-9031-4e03-8dc6-f3b9a2882837
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE29_1_147-157.pdf (571.4 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2010-02-22 | |||||||
| タイトル | ||||||||
| タイトル | マイクロティーチングにおける役割について | |||||||
| 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 | OTA, Shizuki | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | In this report I have pointed out the problems of college students behaviour in the roles of teacher and pupil in microteaching. Ten students took part in this research and played the role of teacher and pupil ten tims respectively. 1. It was particularly noticeable that they got very nervous and shy when they played the role of teacher. They could not ask suitable questions, nor did they get any real responses of pupils, which resulted in a self-conceited lesson. 2. When the students played the role of pupil they could not become 'pupils' since they were ignorant of what pupils were like. They had little interest in learning because they were being taught what they already knew well. Therefore it is very natural that they almost desired to use real pupils in microteaching and to get real responses from pupils. Microteaching has to use real pupils if it is to be based on the theory of giving prominence to the learners' behaviour changes in lesson. In this case the organization of microteaching class is desiable to be in a similar situation to a normal class. If training of student teacher's skills is taken more seriously, the students as pupil will be quite all right and that will be effective for student teacher in its planning and evaluation stages. And in that case microteaching class need to be so organized as to simplify the complexities of normal classroom teaching. Close contact with cooperative schools is especially necessary in order to use real pupils in microteaching. The possibilities in our study are in that the student teams keep a class pupil while one lesson or they use a few pupils who are requested to stay after school. In both cases classroom teachers must have talent as supervisor of microteaching and receive a proper training for it. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 29, 号 1, p. 147-157, 発行日 1980-11-25 |
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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 | The Role of Teacher and Pupil in Microteaching | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
