2画面比較映像を用いた児童の自己評価の内容分析 : 2つの映像を同時再生するソフトウェアを活用して <論文>

本研究の目的は，学習者自身の映像を用いた自己評価と，モデル映像と学習者自身の映像を並べて2画面同時に提示するビデオ映像を用いた自己評価を比較することによって，動きや技の改善点や高まりの気づきに違いがみられるのか，その観察対象の違いによる児童の気づきの特徴を明らかにすることである。

そこで，小学4年マット運動の授業において，観察対象の違う2つの自己評価の記述を比較した。その結果，学習者自身の映像を用いた自己評価では，動きや技の高まりに関する記述が多く，学習者自身が意識的に修正しようしたことや，児童が試技を行った際に自分で感じた気づきが記述されやすいことが推察された。また，2画面比較映像による自己評価では，授業で指導された運動課題についての評価基準をより高く修正したり，自らが意識していなかった改善点を見出したりしやすいが，自分で感じた気づきが捨象される可能性があることが示唆された。

This research compares pupils' self-assessments made from watching their own videos with the self-assessments they made from watching their own videos and a model video simultaneously. The research also examines whether the pupils showed differences in recognizing improvements in their moves and techniques, and it studies the characteristics pupils displayed while recognizing these improvements in the two kinds of self-assessment. We compared the two different self-assessments made by fourth-year elementary school pupils in a mat exercise class. On the basis of the comparison, we found that the pupils extensively reported the improvements in their moves and techniques in the self-assessment of their own videos. This showed that they were liable to report what they wanted to modify consciously and what they noticed during the trial. From the self-assessments made using the dual-video comparison, we inferred that they were liable to raise the evaluation criteria of the exercise taught in the class, that they easily identified improvements they had not recognized from their own videos, and that they were likely to disregard any recognition they made by themselves.