@article{oai:uekusa.repo.nii.ac.jp:00000253,
 author = {長谷川, 修治 and HASEGAWA, Shuji},
 journal = {植草学園大学研究紀要, Bulletin of Education and Health Sciences, Uekusa-Gakuen University},
 month = {Mar},
 note = {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。, 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., 14, KJ00008210919},
 pages = {87--95},
 title = {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},
 volume = {1},
 year = {2009}
}