このエントリーをはてなブックマークに追加
ID 41665
本文ファイル
著者
Kihara, Seiichiro 大学院教育学研究科 広大研究者総覧
キーワード
the 'Teaching For Understanding' approach
games teaching
physical education curriculum
teacher education
primary school
NDC
教育
抄録(英)
This study aims to clarify significance and awaiting solution of the 'Teaching For Understanding' approach (Thorpe, R. & Bunker, R. & Almond, L., 1986) about games teaching in primary schools. The following results were obtained: teachers which succeeded in implementing the 'Teaching For Understanding' approach improved their pedagogical understanding and teaching skills as follows: 1) more profound understanding about tactics and strategies peculiar to each game (Smith, M.D.,1991) 2) practice of high qualitative teaching skills (Butler, J.L.,1997) 3) deeper insight into the pupils (Butler, J.L.,1997). If these pupils-centred teaching styles and the aim of the construction of meaning for the pupils should be esteemed, it has to be inquired about 'the context' which is the process of forming the competence to be acquired, appreciated and shaped as a result of interactions with other pupils or a teacher (Almond, L.1997).
掲載誌名
広島大学学校教育学部紀要. 第一部
20巻
開始ページ
67
終了ページ
74
出版年月日
1998-01
出版者
広島大学学校教育学部
ISSN
0387-4850
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
他の一覧