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大学教育の改善に関する研究 : ファカルティ・ディベロップメントと大学生の学習理論の開発
https://ouj.repo.nii.ac.jp/records/1325
https://ouj.repo.nii.ac.jp/records/132532c2f30c-cb07-4237-ba97-c954328a7c5f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00005189588.pdf (1.0 MB)
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 1995-01-01 | |||||
| タイトル | ||||||
| タイトル | 大学教育の改善に関する研究 : ファカルティ・ディベロップメントと大学生の学習理論の開発 | |||||
| タイトル | ||||||
| タイトル | A Study of the Improvement of College Education : Faculty Development and the Development of Undergraduate Students' Learning Principles | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 大学の大衆化 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 学力の多様化 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 大学改革 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 大学生の学習原理 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 教授=学習法 | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 記事種別(日) | ||||||
| 値 | 研究ノート | |||||
| 著者名(日) |
加澤, 恒雄
× 加澤, 恒雄 |
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| 著者名よみ |
カザワ, ツネオ
× カザワ, ツネオ |
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| 著者名(英) |
Kazawa, Tsuneo
× Kazawa, Tsuneo |
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| 著者所属(日) | ||||||
| 値 | 放送教育開発センター:広島工業大学工学部 | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Massification and diversification in Japanese universities is continuing and the screening methods for university admissions are also changing. Consequently the range of academic ability of Japanese students is becoming much wider than before. As for academic reform, first of all an improvement in teaching-learning methodology must be brought about. In order to improve this methodology we need to master how to understand our students. We have three ways in which we can do this and these are as follows: 1) observation method, 2) test method and 3) interview method. We can choose any of these three methods depending on our aims. In this paper, we then identify some basic learning principles. These are 1) the transformation of student passivity into active learning, 2) individualization, 3) the process of inquiry, 4) the development of the ability to inquire with other students, 5) participation, 6) the need for support and 7) the recognition that learning is an intensely emotional experience. I must add to these seven principles the following points. Students learn in other ways in the outside world. Therefore out-of-classroom leaning is important, too. In short, classroom learning becomes richer when it uses and connects with what students learn on the outside. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10089507 | |||||
| 書誌情報 |
放送教育開発センター研究紀要 巻 11, p. 143-154, 発行日 1995 |
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