部品からの構造再構成を通した学習 : マルチモーダル統合と部品・構造・体験の共有化

Learning Through Structural Recomposition from Components: Multimodal Integration and the Sharing of Components, Structures, and Experiences

平嶋 宗

電子情報通信学会技術研究報告. ET, 教育工学

IEICE Technical Report. Educational technology

本稿では，教師が提供する部品を用いて学習者が学習内容の意味的構造を再構成する「部品からの構造再構成を通した学習」について概説する．この学習法の特徴は，（１）マルチモーダル統合学習：学習者は視覚，聴覚，読み書き，体感（VARK）といった複数の感覚モードを統合的に活用することで，学習内容への多角的な理解を深めることができることと，（２）部品・構造・体験共有学習：教師や学習者同士が共通の部品と構造を用いるため，他者の活動の理解や自身の活動の説明が容易となり，協調的活動の促進が期待できることである．さらに，（３）補助された発見学習（構造発見・部品発見）：部品化によって失われた構造における部品の意味（文脈）を探索的な組立を通して発見する必要がある，および（４）持続的学習を支える高品質な部品と構造：前後の学習との接続を踏まえて部品と構造が用意されているといった特徴も合わせ持つ．

This paper outlines the " Learning Through Structural Recomposition from Components" in which learners recompose structures using components provided by the teacher. This learning method is characterized by the following features: (1) Multimodal Integrated Learning: Learners deepen their understanding of the learning target from multiple perspectives by integrating various sensory modes, such as visual, auditory, reading/writing, and kinesthetic (VARK); (2) Learning through Shared Components, Structures, and Experiences: The use of common components and structures by teachers and learners facilitates understanding of others’ activities and explanations of one’s own activities, thereby promoting collaborative activities. Systems can also participate as stakeholders in this sharing. Additionally, (3) Assisted Discovery Learning: Learners can actively explore and assemble the provided components, thereby discovering the roles and functions of the structures and components themselves, which promotes active learning. Lastly, (4) Sustainable Learning Supported by High-Quality Components and Structures: recomposing teacher-designed structures ensures high-quality outcomes, supporting sustainable learning.

マルチモーダル統合

部品共有

構造共有

体験共有

組立学習

Multimodal Integration

Component-

Structure-

and Experience-Sharing

Learning through recomposition

日本語

電子情報通信学会

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