学習集団における自治的性格の検討
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概要
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How should we interpret the concept of learning group ("Gakushu-Shudan")? We had some disputes over this concept, specially over the character of "self-government" in learning group. The purpose of this paper is to propose several fundamental suggestion for defenition of this concept. (1) I criticize Tyuji OHNISHI's stand point of this concept that "learning group is restricted by the school subject (the contents of learning)". Conversely, I propose a new stand point that "learning group restricts the school subject, too". My statement is based on fact that learning is always influenced by learning group in the classroom, especially by human relation in the classroom. (2) Learning group should contain the character of "self-government" in order that the pupil learns actively. Without this character, teaching becomes "indoctrination" and learning becomes passively. This character of "self-government" makes the subject (the contents of learning) scientifically, too. This character is necessary in field of instruction (Kyoka-sido) as well as guidance (Seikatu-sido). (3) How should we organize the learning group? We are able to organize this group either according to classroom or according to subject-class. I propose that this group should be organized according to classroom. Classroom is fundamental group for school life. In other word, classroom is "Seikatu-Shudan". Character of Seikatu-Shudan influences upon the learning effectly, so learning group should be organized according to classroom.
- 日本教育方法学会の論文
- 1993-03-31
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関連論文
- 日本教育方法学会編, 『教育方法28 教育課程・方法の改革-新学習指導要領の教育方法学的検討』, B5版, 148頁, 明治図書, 1999年, 本体1,860円(2)
- 学習集団における自治的性格の検討
- 宮原修著, 『教育方法-授業を見る眼を養う』, 四六判, 300頁, 国土社, 1991年, 定価2,800円