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学生の自立性を高める共同学習-大学における「言語と文化」の授業実践-
https://jissen.repo.nii.ac.jp/records/441
https://jissen.repo.nii.ac.jp/records/441c117c841-7f6c-47d7-aa8f-4b0af05fbbec
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00006997959 (410.8 kB)
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2011-03-03 | |||||
| タイトル | ||||||
| タイトル | 学生の自立性を高める共同学習-大学における「言語と文化」の授業実践- | |||||
| タイトル | ||||||
| タイトル | Enhacing Student Autonomy through Cooperative Learning - For 'language and Culture' Class in college | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 記事種別(日) | ||||||
| 値 | 研究論文 | |||||
| 記事種別(英) | ||||||
| 言語 | en | |||||
| 値 | Article | |||||
| 著者名(日) |
吉野, 康子
× 吉野, 康子 |
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| 著者名よみ |
ヨシノ, ヤスコ
× ヨシノ, ヤスコ |
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| 著者名(英) |
Yoshino, Yasuko
× Yoshino, Yasuko |
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| 著者所属(日) | ||||||
| 値 | 実践女子大学非常勤 | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | The aim of this paper is to investigate the image of cooperative learning in college classrooms on student autonomy. English language teaching (ELT) in Japanese colleges seems to be in the midst of a paradigm shift from teacher-centered to learner-centered. In the past, memorization had been a major component in the teacher-centered classrooms. From a learner-centered perspective, learning is not a passive acceptance of information. On the other hand, learning is an active process with responsibility for learning placed on and within the learner. In other words, student-initiated critical thinking must take place for learning to occur. This study involved a total of 34 participants-12 groups of 2 or 3. Participants were part of an intact `language and culture' class in a private university in Tokyo. There participants chose a topic concerning English and Japanese language and culture. Participants were required to work autonomously and cooperatively with group members to research and create a final presentation which was delivered to the entire class. Prior to the commencement of this study and at the conclusion of the study (pre and post), participants completed a two-part (Part I dichotomous, Part II open-ended) questionnaire. The results suggest that learners having the responsibility for their own learning and having to engage in critical thinking has a positive influence on their ability to work cooperatively with group members and autonomously from teacher instruction. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12216647 | |||||
| 書誌情報 |
実践女子大学FLCジャーナル 巻 6, p. 1-15, 発行日 2011-03-03 |
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