地理教育の市民性教育化 : 市民社会の価値追究と評価主体の学習者への移行をとおして

Reconstructing Geography Education for Citizenship Education: The Pursuit of Values in Civil Society and Assessment as Learning

Takushima Hirotaka

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

In this paper, we clarify how teachers can use learning assessment to improve students’ citizenship education. In “Assignment Creation Activities”, feedback was continuously provided from four perspectives: “self-relevance”, “social value”, “consistency”, and “learning strategy”. The results of the continuous feedback from the four perspectives are summarized as follows: (1) The feedback supported students to pursue their values, their self-regulated learning and citizenship education in geography learning, (2) the students’ learning progress was visualized. Additional perspectives were suggested to share feedback viewpoints with the students and to share the civic value of geography learning with the classroom as follows: (1) The intention of the feedback is to be disclosed to the students, (2) The geography curriculum should be developed by teachers and students.

Feedback

Self-Regulation,

Citizenship Education

Activities for Setting Assessment Tasks

Geography Learning

フィードバック

自己調整

市民性教育

作問活動

地理学習

jpn

広島大学大学院人間社会科学研究科

Copyright (c) 2021 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086