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実践論文

本研究では図画工作科における鑑賞活動の指導プログラムを開発する一つの手がかりとして，「初等図画工作Ⅰ」における授業改善の試みについて考察する。「子どもの〈見る〉」力を育成するためには，指導者自身の〈見る〉体験の豊かさとその視点の〈広がり〉が重要である。本研究では，学生の〈見る〉を広げるために，多様な〈見る〉活動を意図的に題材に設定し，学生とのコミュニケーションや発問（設問）において多様な〈見る〉ことを具体的に示すことが有効であると考え，授業改善を行なった。その結果，学生の〈見る〉視点が広がり，〈見る〉ことへの意欲や関心が高まった。また，〈見る〉ことの楽しさを実感することで，「描く・つくる」ことへの苦手意識が軽減したり，意欲が増進したりすることが示唆された。

The purpose of this study was to clarify whether ‘independent learning’ based on One Page Portfolio Assessment (OPPA) Theory enhances teaching competence formation of master students lacking extensive prior practical teaching experience. ‘Independent learning’ here means that the learners become aware of the transformation of their own concepts and thinking with sparse outside guidance. Specifically, focusing on OPPA theory, which was developed with an emphasis on the transformation of concepts and thinking, OPP sheets were used in a lower secondary school science class. As a result of the analysis of the filled out OPP sheets, the following two points were clarified. First, the learners’ awareness of their own cognitive processes, and the teachers’ self-assessment based on it encourages the learners’ ‘independent learning’. Second, the teachers are thus able to improve their classes and the use of OPP sheets improves competence formation for young master students in the graduate school of teacher education.

【目的】短期大学リハビリテーション学分野における、学生による授業評価と教員による学生評価である科目成績の関連を明らかにするために、授業改善アンケートおよび科目成績としての試験成績、GP（Grade Point）を解析し、関連を検討した。【方法】令和元年度の仙台青葉学院短期大学リハビリテーション学科理学療法学専攻、作業療法学専攻の129科目を対象とし、GP・最終成績点数と授業改善アンケートの各項目の平均値の関連を検討した。【結果】授業改善アンケートと科目成績の間に明らかな相関は認められなかった。【考察】本学科においては学生の授業に関する意欲や興味、満足度が高いことと成績は関連しないことが示唆された。【結論】学生の満足度や自覚的な理解度を高める方策と学修到達度を高める方策の両面から授業の改善が必要であると考えられた。, 【Introduction】The purpose of this study was to clarify the relationship between class evaluations by students and course grade in the department of rehabilitation at junior colleges. 【Methods】The relationship between the GP (Grade Point) and the final course grades and the average of each item of the class evaluations for 129 subjects of the Department of Physical Therapy and Department of Occupational Therapy of Sendai Seiyo Gakuin College investigated.【Results】No clear correlation was found between the course evaluations and the course grades of students.【Discussion】In this department, it was suggested that students' high motivation, interest, and satisfaction in class are not related to their grades.【Conclusion】It was considered necessary to improve the lesson both from the perspectives of increasing student satisfaction and awareness, and of improving the level of educational achievement.

本稿は、広島県立廿日市特別支援学校における授業改善とカリキュラム・マネジメントの取組をまとめた。 平成26年12月、広島県教育委員会が策定した広島版「学びの変革」アクション・プランに基づき、本校においては、授業改善等を組織的に推進するため、研究部、教務部及び管理職で構成する「学びの変革担当者会」を組織するとともに、学習指導要領改訂の方向性等を踏まえて教職員による議論を重ね、平成28年度に廿日市特別支援学校版「学びの変革」アクション・プランを策定した。廿日市特別支援学校版「学びの変革」アクション・プランは、日々の授業で使用する指導略案及び単元（題材）計画に着目し、児童生徒に育成したい資質・能力「はつかいち（働く力、つなぐ、活用、意欲、知識）」を明確にする様式を整えるとともに、毎年度、教職員対象アンケートを実施して改善を繰り返してきた。また、両輪である授業改善のPDCA サイクルと教育課程の改善のPDCA サイクルに指導略案、単元（題材）計画、授業づくり資料等を位置付けることにより、授業改善とカリキュラム・マネジメントの枠組を組織的に構築した。, This paper summarizes the actions of class improvement and curriculum management at the Hiroshima Prefectural Hatsukaichi Special Needs School. Based on the Hiroshima “Learning Reform” Action Plan formulated by the Hiroshima Prefectural Board of Education in December 2014, the “Learning Reform Association” was formulated at the Hatsukaichi Special Needs School in order to promote class improvements comprehensively. This association was organized by the research department, the academic affairs department, and administrative positions of the school in order to discuss how to improve teaching methodologies and class activities based on the direction of the most recently revised version of the education guidelines by the MEXT. In 2016, this association has finally composed Hatsukaichi Special Needs School version of the“ Learning Reform” Action Plan. This action plan focuses on the teaching plan and unit (subject) plan used in daily class activities and creates the evaluation form to assess students’ qualities and abilities that teachers want to nurture for students, which are the work ability, cooperation, application, motivation, and knowledge. In addition, the surveys to evaluate the quality of the evaluation form were repeatedly conducted for teachers every school year to make it a better format. Based on these systematic activities, the Hatsukaichi Special Needs School has finally built the framework of class improvement and curriculum management by positioning teaching plan, unit (subject) plan, lesson making materials, etc. into the PDCA cycles of improving classes and curriculum.

学校内外の人材の活用と関係機関の協力が掲げられている。特別支援学校においては、主に医師、看護師、PT、OT、ST等の主に医療分野の専門家との協力で、自立活動を中心として児童生徒の実態把握やケース会議などに活用されている。「準ずる教育」を行うろう学校においては、教師の授業力の向上も大きな課題であり、授業改善について外部専門家の活用について筆者の関わりから考察した。研究授業後の事後検討会の在り方を複数のスタイルで実施してもらった。教員はそれぞれのスタイルのメリット・デメリットを感じながらも、子どもの学びに注目した事後検討会の有効性も確認できた。学部専門家として1校の取り組みを他校へ紹介する橋渡しの役を担ったり、教員間で自律的に成長できるような事後検討会を紹介・実践・事例の蓄積につなげる役を担う意味は大きいと思われる。, It is necessary to utilize the outside specialist at schools for special needs education. The outside specialist includes doctors, nurses, physical therapists, occupational therapists, and speech-language-hearing therapists. The specialist to conduct the classes is needed at the deaf school to improve students' academic ability. Several methods for the after-class study group were tested at the deaf school. It is suggested that the study group focusing on students learning strategies was useful. The outside specialist has to carry the role which introduces other schools' approaches., 実践論文(Practice-Based Article)

In recent years, the increasing number of elementary school teachers who feel incompetent at teaching science has become a significant problem. This has been reported in connection to their educational experiences until high school and the education content in teaching colleges at universities. Therefore, we conducted an investigation on natural science lectures at elementary school teaching colleges at universities, examining what kind of lectures reduce unpleasant feelings regarding natural sciences and produce a desire to learn. We introduced the One-Page Portfolio Assessment (OPPA) and utilized OPPA sheets to improve teaching. Results revealed reduction in students’ feelings of incompetence at teaching natural science and increase in their motivation to work. Furthermore, this clarified the broad utility of OPPA in university education.

本研究では，高等学校定時制課程における「ユニバーサルデザインの視点を取り入れた授業改善」の実践を通して，その有効性と教員の意識の変化を検討した．その結果，教材・教具の工夫や視覚的・聴覚的手掛かりといった授業の改善が図られ，多くの教員が授業の充実を実感していた．また，授業を参観する教員にとっても，授業を観る視点の広がりと観察する力が高まっていた．課題として，本実践の成果を生徒の学力や意識変化で検討していくことがあげられるとともに，今後学校の教育活動全体へ波及させていくことを提起した．, This research discusses the effectiveness of universal design and teacher’s consciousness changes through the genuine practice for class improvement which a teacher tries to make the best use of universal design during a class at a part-time high school. As a result of class improvement above, most teachers not only showed more positive attitude toward class improvement, such as devising their teaching materials or tools and introducing more and more audio-visual aids, but also noticed a really positive reaction to their actual practice. In addition to this fact, it was quite significant that each teacher spread his/her viewpoint of class improvement in class visits. On the other hand, this research has raised a problem that needs to be considered how the effectiveness of universal design is related to student’s academic ability or consciousness changes, and how the influence of it is involved in entire educational activity hereafter.

教員を目指す学生にとって,授業実践力の修得は必須の課題である。そこで,学生が実施する模擬授業において学生自身がルーブリックを作成し,それに基づいて評価する手法を導入する実践を試みた。その結果,学生の力量に応じた授業技術が訓練できるという効果が認められる一方で,着眼点が限定されるという課題が浮かび上がった。

The purpose of this study is to clarify the necessary elements and the effect of “self-assessment” for class improvement. The type of “self-assessment” used in this study promotes the awareness of the transformation of concepts the students and teachers employ in their thinking. In this study we examine the case of a 6th-grade elementary school science class that applies the OPPA-One Page Portfolio Assessment in learning about the “principle of burning” and the “lever rule”. The study clarified the three points below. First, it is important to pay special attention to the educator’s “self-assessment”. Next, as the educator’s “self-assessment” is based on the learners’ “self-assessment”, specific ideas for class improvement become apparent from this point of view. Finally, initiating a process of improvement becomes easier by applying OPPA to the class.

グローバル化が一層進行するこれからの社会において，将来の就労を含む生活に向けた生活力の育成を目指し，時間割表の「職業・家庭」に新たに社会生活に関する内容を加味した教科「キャリアマネジメント」を教育課程に位置づけ，カリキュラム開発を行った。単元ごとの評価を観点別評価とキャリアの4能力によって授業を実践した結果，生徒や保護者・教員に対して学校設定教科のカリキュラムに一定の効果があった。指導内容の見直しなど，より一層の授業改善が今後の課題である。, In the society with the progress of the globalization, it is necessary to develop a new curriculum in order to foster the ability to live for the future life including career. The curriculum has 'Vocation and home' with a new subject 'Career Management' with the content about a social life. Each unit of the lessons were evaluated with a criteria referenced evaluation and four abilities of career. From the result, the lessons were improved and the effect of the curriculum was measured. As a consequence, to utilize the curriculum was effective in a degree for students, their parents, and teachers. However it is a future problem to make a review of the contents of the instruction and the lessons and examine a way of the evaluation.

全国学力・学習状況調査の結果を踏まえ,大阪教育大学において教員養成を目的として開講されている2つの気象関連科目について,観察・実験の導入により授業改善を図った。授業で行った観察・実験は,小中学校の理科で行うものである。授業で観察・実験を行ったことについて学生アンケートを行った結果,学習意欲と学習内容の理解度において,2つの科目ともほとんどの学生が向上したと回答した。また,小中学校の理科の授業における観察・実験の意義の理解についても,2つの科目ともほとんどの学生が肯定的に回答した。教員養成の理科の授業において,講義と観察・実験を組み合わせた授業形式は,学生が小中学校の学習内容から専門的内容まで深く理解するのに効果的であると考えられる。, Based on the results of national achievement test, class improvement by introducing observation and experiment was carried out in two meteorological subjects that are opened in courses for school teachers in Osaka Kyoiku University. The observations and experiments that are learned in the class of the science of the elementary and junior high school were conducted. As the results of student questionnaire about observation and experiment, most students in two subjects replied that the observations and experiments improved motivation to learn and enhanced learning comprehension. In addition, most students in two subjects replied affirmatively about the understanding of the significance of observation and experiment in the class of the science of the elementary and junior high school. In a class of the science in teacher training, it can be considered that the class form combined observation and experiment with lecture is effective students to understand deeply from the learning contents of the elementary and junior high school to the specialized contents.

2008年から2013年までの６年間、共通教育センターで開講している「産業社会と知的財産」の授業に、ゲストスピーカーとして１コマだけであるが、「大学における知的財産権」をテーマとして講義を行った。受講生から提出されるレポートを授業改善のための資料として精査し、レポートから得られた特徴をもとに授業改善を図ることで、受講生の満足度を向上させることができたと思われる。受講生から発信される情報を理解し、活用することが、授業改善には必要ではないか。

本稿は，鳴門教育大学におけるFD 活動としての，教員による授業の相互観察を通しての授業改善活動の概要を報告し，その到達点，課題を明らかにしたものである．同僚教員の授業を観察し，その後，それを基にして授業についての議論を行うことは，授業者，観察者双方の授業についての自省を促し，授業改善に繋がることが明らかにされているが，併せて，授業を見る専門性と同僚性の関係，授業参観をいかにして組織化していくのか等，いくつかの問題点も明らかにされている．, In this paper, I will report on the “University Class Visit Project,” which has been ongoing at the University of Kyoto since 2000 and at Naruto University of Education since 2002, and on innovations in faculty development practices based on this project. I will also identify problems and raise issues related to this matter, and promote discussions with the participants in this meeting.

教員養成課程における授業改善に向けて、小学校教科科目「算数」において行った実験授業について、その授業内容と教育効果に関する考察を報告する。実践では特に、先行研究を踏まえて取り入れたオープンアプローチによる指導法が効果的であったとの結論を得た。

新入生全員に統一試験のTOEIC-IPを実施し始めてから三年が経つ。初期の実施は学生自身のためではなく、全学共通教育センターがTOEIC-IP試験の成績データで学生の英語力を把握し、授業改善に生かすことが目標であった。本センターは、今回で3回目ということで、共通教育の英語の授業を担当する教員向けに、TOEIC-IP試験の成績データの活用法に関するアンケートを実施した。回収率は少なかったが、非常に興味深い結果が得られた。TOEIC-IP試験の成績データから学生の英語力を把握することはできているが、その後の授業改善の使い方に関してはまだ分からない点が多く、これからの調査が必要であることが明らかになった。今回の結果から明らかになったのは、本センターでのTOEIC-IP実施自体に疑問を感じる教員がいるということと、次回の実施までに授業改善につながる方策を研究してゆく必要があるということである。, The Center for General Education has implemented the TOEIC-IP to all of its first year students for the past three years. The initial implementation was not for the students-per se. but for the Center to get an idea of the student proficiency levels and to use those results to improve classes. The Center, since the second implementation，has administered a questionnaire to the instructors of all English classes to consider how the results were used. Interestingly. many teachers have used the results to grasp the proficiency level of their students; however，few have actually used the data to improve their classes directly. This has questioned the implementation of the test based on implementation goals and has caused 'ripples' in the ocean of our center among teachers necessitating further debate on the issue before the next implementation.

"Open Class Week System" is a part of Faculty Development activities of University of Marketing and Distribution Sciences. All full-time teachers' classes are open to all teachers and staffs, during the three weeks of Open Class Week (OCW) of each semester. As a result of this system, all full-time teachers have already received the visit to their classes, and almost full-time teachers have visited other classes since it introduced at the latter semester of 2003. The exchange of opinions of the visitors and the class teacher is accumulated as a case, and the cases are open to all teachers and staffs. Since 2003, the number of students who withdrew from school at the first grader has decreased, the class attendance has risen, the satisfaction rating and the understanding level have improved, and class improvement efforts of the teacher have increased. The introduction of this system exerted the good influence on these.

Im traditionellen, passiven Unterricht lernen die Studenten zuerst Grammatik, lesen dann Lesestücke und ,,übersetzen" sie jedoch hauptsächlich aus dem Deutschen ins Japanische (G rammatik-„Übersetzungsmethode'" Nach der Przfung vergessen sie das schriftlich Gelernte aber sehr schnell und schlieplich behalten sie fast nichts im Gedächtnis. Infolgedessen können sie sich weder Kommunikations- noch Lesefähigkeit erwerben. Lautlich zu lernen, fördert im Gegenteil nicht nur die lautlichen Sprachfähigkeiten, das Hören und das Sprechen, sondern es erleichtert auch den Übergang von der gesprochenen zur geschriebenen Sprache. Folglich führt es auch zur Förderung der schriftlichen Sprachfähigkeiten, das Lesen und das Schreiben. Im Deutschunterricht müßten die Lehrer deswegen versuchen, die phonetische Kommunikationsfähigkeit ihrer Studenten zu steigern. Die Universitätsreformierung ändert jetzt irn gropen Stil das Deutschunterrichtssystern an der japanischen Universitäten. Außer dem Deutschunterricht sollten die Deutschlehrer auch noch Vorlesungen über ihre Fachbereiche, deutsche Kultur, Sprachpädagogik usw., nicht Germanistik, halten. In naher Zukunft würden daher mehr deutschsprachliche Pädagogen oder Nichtgermanisten als Deutschlehrer angestellt werden.

I tried to improve general education (on Geoscience) in Niigata University, and here summarize and report the experiences of the practice. The first important point is to collect questionnaires on impressions, questions, requests, complaints and/or any opinions on the lecture from many (ca. 100 or more) students in every lecture, and to summarize these comments into the prints with some teacher's comments which will be given to students in the next lecture. The second point is to use as many educational specimens and materials as possible. This style was very effective to mutual communications in the class and was received with fresh and strong impressions by students. My phylosophy on education can be expressed in the following saying: to teach is to give emotion.

Seventy articles on a class evaluation were reviewed and introduced here in order to investigate the actual conditions of the class evaluation in Japan made by students. The articles were classified into six categories: Introduction of enforcement, Analysis and improvement of class evaluation questionnaires, Tendencies of class evaluation, Fast feedback evaluation of classes, Consciousness investigation and Others. Comparing the tendencies of class evaluation, most elements coincide between Japan and the U.S.. However, a few examples were found where class evaluations were used for class improvement, mainly due to a lack of settled goals for the class by teachers. Accordingly, the author points out that classes without definite goals could be a source of problems more see than issues in conducting the class evaluation.

"Open Class Week System" is a part of Faculty Development activities of University of Marketing and Distribution Sciences. All full-time teachers' classes are open to all teachers and staffs, during the three weeks of Open Class Week (OCW) of each semester. As a result of this system, all full-time teachers have already received the visit to their classes, and almost full-time teachers have visited other classes since it introduced at the latter semester of 2003. The exchange of opinions of the visitors and the class teacher is accumulated as a case, and the cases are open to all teachers and staffs. Since 2003, the number of students who withdrew from school at the first grader has decreased, the class attendance has risen, the satisfaction rating and the understanding level have improved, and class improvement efforts of the teacher have increased. The introduction of this system exerted the good influence on these.

令和元年度（平成31年度）