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ID 18126
本文ファイル
著者
Dobashi, Takara
Hunke, Karin
Marsal, Eva
キーワード
games for teaching tolerance
games as topic introductions
games in opinion development
conflict
simulation games
NDC
教育
抄録(英)
In this article we examine the didactic potential of games used strategically in the teaching of ethics. From a didactic point of view, game-playing is useful as a method of moral education because in play the necessary interaction between cognitive and affective components of behavior can occur. Within a pro-tected framework and field of practice, learners are able to develop new insights and behavioral alternatives. We present five games exemplifying this process: the Picture-Card File, the Crossing-Light Game, the Drawing Game, "House-Tree-Dog", the Mouse Game, and "Medieval City". The Picture-Card File provides access to emotionally problematic topics. The Crossing-Light Game makes possible a rapid survey of opinions. The three remaining games are dedicated to topics of tolerance and conflict resolution. Through conflicts arising from these games, learners begin to recognize the complex layering of conflict situations. Learners, simultaneously confronting a variety of perspectives, testify to their own increasing thoughtfulness and the resulting growth of tolerance, understanding and respect for others' points of view. Games provide a didactic framework that facilitates cognitive and emotional learning and its constructive transfer to behavioral strategies.
掲載誌名
広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域
53号
開始ページ
1
終了ページ
9
出版年月日
2005-03-28
出版者
広島大学大学院教育学研究科
国立情報学研究所
ISSN
1346-5546
NCID
SelfDOI
言語
ドイツ語
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
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