学習システム研究 Issue 6
2017-03-31 発行

古典教材研究のための論文読解 : 古典文学研究者の〈学び〉を学習者の〈学び〉に変換する

Reading of papers for classics teaching materials research : Translating the “learning” of classical literature researchers into student “learning”
Inami, Shingo
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abstract
This study explored ways of conducting teaching materials research for “deep learning” among students, through reading papers written by researchers of classical literature. First, “authentic ‘inquiry’” that draws out high-quality thinking is necessary for the “minds on” “deep learning” of active learning as required in the coming Courses of Study in student “learning”. In spite of this, it was confirmed that contemporary study of classics is falling into “hands on” activity centeredness, with opportunities for “thinking” ill-prepared and only traced on the surface of classics materials, so that students are not achieving “deep learning”. Next, using Takemura’s (1991) “A Study of Ujishui-Monogatari: A means to the representation”, it was pointed out that the specialist’s (researcher’s) “authentic ‘inquiry’” of text in the paper is selected and elicited from a meta overview of previous studies, and perspectives and methods that can be used for “deep learning” in the approach to responses are being developed. By using this kind of researchers’ “authentic learning” in materials research, it also becomes possible to unearth “authentic ‘inquiry’”, which is required in planning students’ “deep learning” in lessons. This paper investigated the effectiveness of Takemura (1991) and this kind of text, as well as conducting teaching materials analysis of another text, “Tsurezuregusa” to confirm versatility beyond a specific text.
subject
古典学習
教材研究
深い学び
真正の「問い」
Study of Classics
Teaching Materials Research
Deep Learning
Authentic “Inquiry”
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