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Please use this identifier to cite or link to this item: http://hdl.handle.net/11133/3577

Title: 理科教育法における特別模擬授業の戦略的アプローチ : 学生を教えている教師経験者が,実際の高校生を対象にして特別模擬授業を展開して見せ,学生のリフレクションを促す
Other Titles: リカ キョウイクホウ ニオケル トクベツ モギ ジュギョウ ノ センリャクテキ アプローチ : ガクセイ オ オシエテ イル キョウシ ケイケンシャ ガ ジッサイ ノ コウコウセイ オ タイショウ ニシテ トクベツ モギ ジュギョウ オ テンカイ シテ ミセ ガクセイ ノ リフレクション オ ウナガス
The successful approach of using a “Strategical Trial Lesson” in the Science Teaching Methods : A former high school teacher who is now a professor of education demonstrates teaching methods to his students by affording them the opportunity to observe and assist as he instructs a group of high school students. Afterward, he urges his students to reflect on those teaching methods.
Authors: 長谷川, 省一
Issue Date: 31-Mar-2020
Publisher: 愛知工業大学
Abstract: It has been shown that practical experience can greatly accelerate a student’s learning as compared to lectures alone. In learning Science Teaching Methods, students gain valuable application experience by participating in a “Strategical Trial Lesson. ”This Strategical Trial Lesson has the following features : 1. The Trial Lesson helps students overcome their natural insecurities and fear of failure. To build confidence, it is important that the students have repeated experiences teaching diverse groups of high school students. 2. As a practical example, a professor may teach a group of actual high school students with his students (the prospective teachers) both observing his teaching practices and working alongside in a teaching assistant role. 3. It is expected that the professor who guides the Trial Lesson understands the learning approaches and personalities of both his students and high school students well. 4. After the trial lesson, every student is encouraged to reflect. Students should come away with an appreciation for the difference in teaching method required to effectively reach high school students as compared with peer teaching practice groups.
URI: http://hdl.handle.net/11133/3577
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