拡張的知能観獲得のための授業改善の試み : エゴグラムと自己評価の導入

概要

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In order to improve classes to make it possible for students to master Incremental Theory, egograms and self-evaluations were introduced. The effectiveness of the egograms and self-evaluations were then measured by an attitude survey after the classes. As a result, 41% of respondents answered that the egogram had been useful, and the same percentage of respondents claimed that the self-evaluation led them to self-reflect. However, more than half of the respondents failed to make any effort to change their behavior based on the results of the surveys and egograms. There were few respondents who denied the usefulness of the self-evaluations, and so it was considered that classes must be improved so that students can make efforts to act on the pointers. In addition, according to the egogram patterns, some differences were observed in the self-evaluations. It was expected that this result would be utilized for the future improvement of classes. It was considered that the following contents should be discussed in the future: 1. To add pointers derived from experience to create egogram pointers. 2. To improve the self-evaluation criteria by making it more definite, in order to reflect the quality of group discussion. 3. To apply methods for making students understand that it is necessary to strive to utilize the egogram and self-reflections indicators in order to master Incremental Theory.
香川県立保健医療大学の論文