課題学習の可能性と危険性 : 「課題学習の日常化」を目論む

概要

論文の詳細を見る
In secondary school mathematics classrooms, teachers still remain engaged in transmitting existing knowledge to their students. This traditional 'transmission mode' has been the norm for many years. Students work to digest the questions provided by teachers and textbooks. Creativity is absent from this teacher-centered method of instruction, and there is no place for students to discover rules for themselves through induction. The Education Ministry Monbusho has proposed in its "Suggested Study Outline" issued to all teachers, that Kadai Gakushu (Assignment Learning) be used as a method of overcoming the resulting student passivity and making classes more student-centered. Although this study holds out promise and expectations, we must be alert to the inherent risks involved in such an undertaking. The author first analyzes and acknowledges the strengths and weaknesses of this proposal. He next reports on an attempt to incorporate Assignment Learning into the existing scheme of study by introducing topical materials. He concludes that is a danger of overload as teachers are expected to cover the pre-existing syllabus in addition to using Assignment Learning.
日本教育方法学会の論文
1993-03-31