神戸大学附属図書館デジタルアーカイブ
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https://doi.org/10.24546/81004679
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2024-04-20
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81004679 (fulltext)
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81004679
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open access
出版タイプ
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タイトル
授業改善に関する実践的研究 : 6. 看護教員のための討議法の授業
ジュギョウ カイゼン ニカンスル ジッセンテキ ケンキュウ 6. カンゴ キョウイン ノ タメノ トウギホウ ノ ジュギョウ
その他のタイトル
An Action Study on Improvement of University Teaching : 6. Teaching "Discussion Method" in Training Course for Nurse College Teachers
著者
著者名
米谷, 淳
Maiya, Kiyoshi
マイヤ, キヨシ
所属機関名
神戸大学大学教育研究センター
収録物名
大學教育研究
巻(号)
10
ページ
51-63
出版者
神戸大学大学教育研究センター
刊行日
2002-03
公開日
2014-06-30
抄録(自由利用可)
The present pater reported my course, "Discussion Method", in training course (freshmen seminar) for nurse college teachers which was produced and conducted by Osaka Prefecture in 2001 .Seventy fresh teachers participated in the training course. I taught them the meaning and the procedure of several group session techniques, e.g., group discussion, "jigsaw group", buzz session, case study in group, e. t. c., in my course (5 days x 3 hours). In the first class, I explained the aim and the program of my course, and trained how to introduce group session in the beginning of a group work. I often use a group technique which was named " looking face of each other (Kao・0・miyo)" where each member looks a t other group members one by one with smile. I taught the participants how to use the "looking face of each other" technique and another group session, "evaluating each other and comparing the others' evaluation with the self evaluation for self image. " In the second class, I lectured the change in university education and the faculty development program for university teachers. I accented that Japanese university education is changing from teaching "oriented to learning" oriented. After the lecture, I taught them three group session techniques, "Who are you?/Who was he or she? (introducing each other in pairs and explaining the previous interviewee to another person)", buzz session (group discussion without leader), and "jigsaw group" (each member sees each part of a picture and learns it by heart, before drawing without the picture and making a picture together in each group). In the third class, they tried the second session of "jigsaw group" after they were explained the aim and the key points of the session. And, they learned another group session, "case study in group" . ln the fourth class, they watched a video of a debate session and listened to my lecture on the course designing and syllabus writing. In the fifth class, they listened to my lecture on the merits and the demerits of group session techniques and new theory of teaching and learning from the standpoint of social collectivism, and enjoyed debate session in each group. During my course, I read the participants' reports in each class and modified the course program and the teaching materials several times. Although my course, “Discussion Method", was under development, I think my challenge in creating a new course was meaningful for my faculty development.
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大學教育研究
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10号(2002-03)
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資源タイプ
departmental bulletin paper
言語
Japanese (日本語)
ISSN
1340-8550
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NCID
AN10452935
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URI
http://www.iphe.kobe-u.ac.jp/kiyoh.html
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