Proposals for Improving School Cooking Lessons to Enable Voluntary and Deep Learning: Aiming at Establishment of Practical Cooking Skills
| Jazyk: | japonština |
|---|---|
| Rok vydání: | 2019 |
| Předmět: | |
| Zdroj: | 大阪教育大学紀要. 総合教育科学. 67:187-202 |
| ISSN: | 2432-9630 |
| Popis: | 実践につながる調理技能定着のために既存研究を踏まえ,「調理技能に自信をもつには理論的な裏付けが有効である」「児童が選択をする場面を取り入れることで,主体的な学びができ技能の習得につながる」「相互評価が学びを深める」の3つの視点を仮説として,主体的で深い学びのある調理実習の授業立案と実験授業を行った。事前,事後,3か月後に質問紙調査を実施し,3つの視点に関わる学習成果を分析した。また,視点を踏まえて資料作成した授業と実習中の児童の行動観察,振り返りカード等の分析も行った。それらの結果から,知識理解の伸びと技能への自信は有意に関連があった他,実習中の選択場面や盛り付けの工夫に児童の主体的な関わりが見られた。さらに,試食時間を活用した相互評価の充実により学びの深まりもうかがえた。これらのことから,実践につながる調理技能の定着には,調理実習での知識と技能の獲得,選択と工夫,相互評価の連続した活動が効果的であるといえる。 This paper is to discuss school cooking lessons that enable voluntary and deep learning aiming at establishing practical cooking skills for students. An experimental lesson was planned and performed based on the existing studies on cooking skills, hypothesizing that `fostering motivation for actual practice' is obtained by the following three points; `theoretical proof leads to acquirement of skills', `usefulness of the situation for choice leads to voluntary learning' and `analytical point of view by mutual evaluation deepens learning'. Learning outcomes were analyzed by tests performed before, after and three months after the lesson, by observing the students' behaviors during the class and cooking lesson, and by review cards written by the students. The results showed that growth in knowledge and understanding had significant relation with confidence in cooking skill and that the situation of choice during the lesson and being creative in serving led to voluntary involvement in cooking. Moreover, the students deepened their learnings by mutual evaluations during the tasting time. |
| Databáze: | OpenAIRE |
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