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ID 50910
本文ファイル
著者
Yokoyama, Yuki
Nakamura, Emiko
Chikurinji, Takeshi 大学院人間社会科学研究科 広大研究者総覧
Gondo, Atsuko 大学院人間社会科学研究科 広大研究者総覧
Terauchi, Daisuke 大学院人間社会科学研究科 広大研究者総覧
Nagayama, Hiroshi
Tonoko, Kaori
Yoshizaki, Yuki
抄録(英)
In this study, the authors aimed to develop lessons in which diversity, collaboration , and authentic learning are ensured through children’s cooperative involvement in a special class for students with intellectual disabilities. The authors framed three practices and analyzed children’s activities and the teachers’ environment setting , including music and body movements. The authors found three key results. First, the ability to recognize the diversity of body movements and expression in different contexts was improved in the practices which caused authentic learning. Second, collaborativeness promote s and nurture s cooperation (sharing roles) when children and teachers work together to achieve collaboration (creation by synergistic effect), finally realizing authentic learning. Third, music and body movements have the power to communicate what words are often unable to-the ability to make others feel that they are wanted and valued. Music and body movements served as the medium and catalyst for deepening authentic dialog.
掲載誌名
学部・附属学校共同研究紀要
48号
開始ページ
15
終了ページ
24
出版年月日
2021-03-31
出版者
広島大学学部・附属学校共同研究機構
ISSN
2435-9041
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
附属学校部
人間社会科学研究科
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