健康スポーツ実技における授業形態の転換が学生の授業評価と受講態度に及ぼす影響

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In this study, we examined how students assessed health and sports lessons before and after a change, i.e., the introduction of reporting by students, was made to the class. Report forms were prepared by the author and distributed to students before the start of each lesson. Students were asked to state the goals they wished to achieve in the class, sports experience, and physical strength on the front side, and then answer questions regarding communication and physical skills. They described their physical condition on the day, objectives in the lesson, comments, and their level of physical activity on the back side. It took about ten minutes for them to complete the report, and having to do it before and after each sports lesson was a burden for them. However, students became aware of significant improvements in every aspect of the class. They commented that teachers started to pay more attention to the class environment. Moreover, students themselves developed a more positive attitude towards lessons. By making reports, students were able to set goals in each lesson and clearly recognize their achievement levels. Reading their reports on the class helped teachers revise, improve, and make modifications to lessons while addressing the needs of students. Therefore, we concluded that reporting by students on health and sports lessons not only increased both student and teacher satisfaction in class, but also improved the attitude of some students towards lessons.
2009-03-31

健康スポーツ実技における授業形態の転換が学生の授業評価と受講態度に及ぼす影響

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