WEKO3
アイテム
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習熟度別少人数クラスの授業効果 : 高等学校「英語1」を通じて
https://uekusa.repo.nii.ac.jp/records/253
https://uekusa.repo.nii.ac.jp/records/253bf4ea4fa-c858-4e91-b063-807afba04322
名前 / ファイル | ライセンス | アクション |
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KJ00008210919.pdf (311.4 kB)
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Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2017-05-26 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | 習熟度別少人数クラスの授業効果 : 高等学校「英語1」を通じて | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Effects of small track classes : evaluating the track system in senior high school "English 1 " | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 習熟度別少人数クラス | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 有効性 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 差別意識 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 学力格差 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Track System (Education) | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Instructional Effectiveness | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Discrimination | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Academic Achievement | |||||
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 | |||||
アクセス権 | ||||||
アクセス権 | open access | |||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12412714 | |||||
著者 |
長谷川, 修治
× 長谷川, 修治 |
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抄録(日) | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 新入生の学力差を考慮した英語の学力向上を図るため,局权1年生の「英語I」の授業3単位を,2クフス3分割の「習熱度別少人数クフス」による展開とした。そして1年間夹施した上で,一般的に問題点として指摘される意見を参考にして,1)「授業の有効性」,2)「生徒の意識の変化」,3)「生徒の学力の変化」という3点から検旨正した。結果からは,1)アンケート調査で見る限り,学力「上位」グルーフのほうが「中位•下位」グルーフよりも効果が局く現れ,冋時に「中位•下位」グルーフでも効果が窺がえた。2)む理的な側面では,問題点として指摘される「差別意識」というものはなく,学力「上位」グルーフでも「中位*下位」グルーフでも, 授業方法の工夫したいでフフス効果が期待できた。3)2学期と3学期のクフス入れ換えの際の生徒のレベル間の移動数で観祭すると,コースの固定化と学力格差を拡大するわけではないことが確忍された。 | |||||
言語 | ja | |||||
抄録(英) | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Nowadays, senior high school entrance examinations in Chiba Prefecture generally consist of two selection methods: “character-centered exam” and “traditional exam.” The former requires the examinees to undergo an essay-writing test and an interview, the latter to take written tests in five subjects: English language, mathematics, Japanese language, social studies, and science. As a result, approximately half of freshmen are permitted to enter schools without having studied the main subjects for the entrance exams. Hence, among those who chose the former selection method, there are not a few students lacking academic ability. Even among those who chose the latter, some students are weak in English language. Despite great differences between them in academic ability, to promote the English-language ability of first-year students, a system of small track classes was adopted in the three-credit subject, “English I,” at a senior high school the author worked for. To put this into practice, two general classes were combined and re-divided according to the students' English ability, into three small classes: one high-track and two “middle plus low”-track classes. After a period of one year with the system in place, its effects in relation to criticism against tracking were evaluated, using a questionnaire and analysis regarding the following three points: 1) the effectiveness of each individual class, 2) any changes of students' attitudes, and 3) any changes in students' English abilities. Regarding these three points, the results were as follows: 1) analysis of the questionnaire showed both the high-track class and the “middle plus low”-track class to be effective, with the former being more so; 2) questionnaire analysis revealed that none of the students felt any sense of “discrimination,” frequently referred to as a defect of tracking, rather that positive effects had come to be expected, as long as daily lesson content was continually improved; and 3) from observation of the number of students moving between track levels at the beginning of the second and third terms, it was concluded that not all students had become fixed in their assigned levels, and that the differences in academic levels between students had not been aggravated. |
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言語 | en | |||||
書誌情報 |
ja : 植草学園大学研究紀要 en : Bulletin of Education and Health Sciences, Uekusa-Gakuen University 巻 1, p. 87-95, ページ数 128, 発行日 2009-03-01 |
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表示順 | ||||||
内容記述タイプ | Other | |||||
内容記述 | 14 | |||||
アクセション番号 | ||||||
内容記述タイプ | Other | |||||
内容記述 | KJ00008210919 | |||||
ISSN | ||||||
収録物識別子タイプ | PISSN | |||||
収録物識別子 | 18835988 |