The Relationship Between Teaching Skill and Degree of Experience in Simulated / Actual Classroom Lessons: A Longitudinal Survey of Students Attending Kindergarten Teaching Practices
| Jazyk: | japonština |
|---|---|
| Rok vydání: | 2017 |
| Předmět: | |
| Zdroj: | 松山東雲女子大学人文科学部紀要. 25:42-48 |
| ISSN: | 2185-808X |
| Popis: | 本研究は,模擬保育や幼稚園実習での主活動指導実践の積み上げと学生の指導技術の習得の関連を明らかにするために,4回の縦断的な量的調査を実施した。その結果,1回目と2回目の調査では指導技術の習 熟に有意な差は無かったが,2回目から4回目にかけて調査回数を追う都度,指導技術習熟度が有意に高くなる結果が得られた。これにより,事前の模擬保育では指導スキルのイメージの想起,本実習では指導スキルの覚醒,事後の模擬保育では省察・定着といった過程を辿りながら,学生の指導スキルが獲得されるのではないかと考えられた。 In order to understand the relationship between teaching skill and the degree of experience in simulated versus actual classroom lessons, the authors conducted a longitudinal survey of students in the Kindergarten Teaching Practices course at Matsuyama Shinonome College. The survey was given four times throughout the course. The results show there was no significant teaching-skill improvement found between the first and second surveys. However, by the forth survey, significant improvement in teaching skills was observed. The results show that students' image of their own teaching skills was deepened, not only by the trial lessons they performed before they began their actual kindergarten practice, but also by the time spent in an actual classroom teaching. Equally important was the reflection time spent to improve the lessons. This study shows the importance of trial lessons, actual lessons, and reflection time. |
| Databáze: | OpenAIRE |
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