教授学研究における構成主義の位置と課題

概要

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The purpose of this study is to clarify how constructivism is situated in didactics and what is the issue of constructivism in didactics. Constructivism is the position which argues that knowledge is constructed by a subject. This position is not peculiar to didactics, but is spread over several theory-areas. This genealogy is found in the physiology of the brain or system-theory, for instance. Constructivism is cited in didactics for the purpose of explaining active learning perspective in the classroom teaching. When the constructive learning perspective is used in didactical context, a concept named 'constructive didactics' is advocated. Dubs, R. summarizes the character of constructive classroom teaching deduced by the concept in seven points. Considering the character, it does not seem that constructive didactics has new opinion compared with traditional didactics. Constructivism argued its own logic from particular perspective about knowledge closely, and brought constructive didactics into existence. Furthermore, it realizes constructive classroom teaching pragmatically. On the other hand, constructive arguments use particular terms, therefore constructivism separates itself from traditional didactics. For situating constructivism in didactics, it becomes essential that each classroom teaching between constructivism and traditional didactics is discoursed.
日本教育方法学会の論文
2001-03-31