アメリカにおける体験学習理論を取り入れた野外教育指導法について
スポンサーリンク
概要
- 論文の詳細を見る
The purpose of this study is to investigate instruction methods in outdoor education regarding experiential learning in the United States and to find suggestions for practice in Japan. Research sources were articles, dissertations, books related to outdoor education and experiential learning in the United States from 1930 to 2000.<BR>Experiential learning is learning through doing. It is a process through which individuals construct knowledge, acquire skills, and enhance values from direct experience (Luckmann, 1996). Experiential learning theory is based on Dewey's (1938) and Kolb's (1971) philosophy. Several worthwhile models have been created that explain the experiential process of outdoor education programming since the 1970s. They consist of steps for learning including experiencing, reflecting, generalizing, applying and so on. The role of instructors is to provide experiences and reflection processes which turns experiences into learning. Facilitation, transfer and processing are key concepts in instruction methods. Essential skills are to create a proper learning environment for the participants, to observe and understand the unique processes of the participants, to use appropriate communication for the interaction of the group, to reach closure on the experience to give participants an opportunity to reflect on their experiences. These skills are a useful method for more effective instruction.<BR>The present study suggests that instructors need to have a theoretical understanding, to value unique features of outdoor education experiences, to develop methods of reflection, and to adapt to a crosscurricular approach in school education.
- 日本野外教育学会の論文
日本野外教育学会 | 論文
- 組織キャンプ体験による児童の社会的スキル向上効果
- スキー場における硫安散布の実態
- キャンプ活動場面における指導者の状況認知構造--状況の分類と認知次元の検討から
- 不登校児は長期冒険キャンプ後どのように社会へ適応していくのか
- 中学校における教科と自然体験活動の関連--中学校教員の意識に着目して