授業研究の新しい方向性 - 広島大学 学術情報リポジトリ
Contents
1.2.
3.
4.
5.
6.
7.
8.
9.
10.
11. 21 COE
12. yes no 2
13. Gn on
14. COE 4
15. object object
16. Kurt Lewin Ken Zeichner
17. 1 2 C 22500540 22
18. 1 2 3
19. Shaping integrating tacit power ndwelling proximal term distal term
20. Michael Polanyi tacit knowing
21. W 3 Donald Schon The Reflective Practitioner How Professionals Think in Action Basic Books 1983
22. 2
23. Refection in Action Reflection in Action knowing in action reflecting in action reflecting in practice
24. 4 1 2 3 4
25. Theodor Lipps empathy
26. vivify 5 4
27. reHection
28. 3 3 1 2 3 9
29. COE
30. epistemology of practice the Positivist epistemology of practice p 34 2007 21 14 2003 18 1980 15 Polanyi M The Tacit Dimension Gloucester Mass Peter Smith 1966 Reprinted 1983 p 4 15
31. visual humanities
32. C C 2000 2000 2000 2007
33. 4 7
34. social constructionism Wagner 4 5 hyper strong version object subject subject object object object subject subject oObject subjectt object subject object
35. 5 6 7 wn
36. DVD DVD 6
37. 2000 26 2010 205 27 25 28 230 29 38 30 37 31 41 32 11 33 241 34 67 68 13 14 2000 156 160 35 DVD 21 COE 2002 2003 8 2004 6 36 7 37 21 COE 2002 2003 6 2004 14 20 38 2005 275
38. 77e Reflective Practitioner 1 2 3 4
39. 59 2010 21 30 2010 10 7 An Innovative Direction of the Research on Class Teaching Action Research by Reflective Practitioner and Utilization of Visuals Satoshi Higuchi Abstract This paper s purpose is to explore a new direction of the research on class teaching in order to clarify the theoretical basis of advanced teacher education with database In our study teacher is regarded as reflective practitioner A teacher as reflective practitioner reflects his her own practices of teaching and makes efforts to improve them A teacher actually works on observation recording analysis interpretation reporting discussing in the case study of teaching practices and then acquires and shares the sense making ability through narratives of the practices We attempted to understand such teacher s reflection and efforts comprehensively and suggest reformed perspectives for teacher training The following points were suggested 1 the importance of case study 2 the tacit knowing of a teacher as reflective practitioner 3 the improvement of teaching practices and the development of a teacher himself herself as action research and 4 the construction and utilization of database of practices as visual huma
40. 5 1 Stephen Corey 2 Lawrence Stenhouse John Elliott 1960 1970 3 Stephen Kemmis Robin McTaggart 4 1980 a 5 2 9
41. COE 2002 2003 8 DVDH
42. object subject subject something in the world subject object objective subject objectb
43. 8 9 10 11
44. 2 2006 309 311 3 312 317 4 311 312 5 310 6 318 322 7 322 8 324 325 9 325 326 5 10 324 11 1984 1987 10 12 1093 2008 14 13 2001 7 episte mology of practice practical epistemology 19
45. 2 3
46. 21 18 7z7 p 6 16 38 40 33 35 76id pp 16 18 17 2002 2005 2007 18 131 171 305 325 Schon D The Reflective Practitioner How Professionals Think in Action Basic Books 1983 pp 287 307 19 172 207 325 342 bid pp 307 325 20 204 340 70id p 324 21 194 197 336 337 bid pp 319 320 22 Zeichner K Educational Action Research in Schmuck R A Ed Practical Action Research a Collection of Articles Second Edition California Corwin Press 2009 pp 24 42 23 2000 31 24 53 60 25 C C
47. 1 2 3
48. nities Key words case study reflective practitioner action research visual humanities 1
Download Pdf Manuals
Related Search