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子どもの発達段階と記憶を重視した英語指導法の効果 : 小学校 5・6 年生用デジタル教材の開発から
https://uekusa.repo.nii.ac.jp/records/424
https://uekusa.repo.nii.ac.jp/records/42427d9fdcd-586e-4aca-8612-e801ae6b9610
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
uedai_10_10_s_hasegawa (1.8 MB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2018-03-29 | |||||
| タイトル | ||||||
| タイトル | 子どもの発達段階と記憶を重視した英語指導法の効果 : 小学校 5・6 年生用デジタル教材の開発から | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | The Effects of an Instructional Method Focused on Child Developmental Stages and Memory : From the Creation of Computer-Based English Teaching Materials for Fifth and Sixth Graders | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 発達段階 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 指導法 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 記憶 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 知的好奇心 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | デジタル教材 | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Developmental stages | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Instructional method | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Memory | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Intellectual curiosity | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Computer-based English teaching materials | |||||
| 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 | journal article | |||||
| 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 | |||||
| 著者 |
長谷川, 修治
× 長谷川, 修治× 安藤, 則夫 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | 本研究は小学校5・6年生を対象として,子どもの発達段階に応じたことばの学習ができ,知的好奇心を喚起できて,学習事項が記憶に残ることを重視した指導法の効果を,デジタル教材の開発という視点から検証することを目的とした。そのため,公立小学校の5・6年生合計32名を対象に教員による教室での一斉指導で,指導法の根幹は変えずに,「手作り教材と肉声を使った A 方式」と「開発したデジタル教材を使ったB 方式」で比較した。まず,指導の10分後,1週間後,2週間後の記憶の残存状態を記憶テストで測定した結果,両方式で日時の経過により記憶の想起が良くなる「レミニセンス」という現象が確認された。次に,意識調査の結果,両方式ともに「楽しく勉強になる」という肯定的意見が大多数を占めた。さらに,「パソコンを使った授業(B 方式)の方が英語を覚えられる」という反応が圧倒的に多かった。よって,開発した指導法は記憶効果が高く知的好奇心を喚起できると同時に,パソコンによる指導に適していると考えられた。 | |||||
| 言語 | ja | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this study was to verify the effects of the instructional method underlying computer-based English teaching materials developed for fifth and sixth graders. To complete the study, two variations (Type A and Type B) were compared, without changing the basic procedure of the instructional method. Type A was carried out using a conventional method practiced by an instructor using hand-made teaching materials and naturally spoken voice. Meanwhile, Type B was performed using the new style by an instructor employing a projector and a computer loaded with the newly developed teaching materials. After the instruction in Type A and Type B, memory tests and questionnaires were administered to a total of 32 fifth and sixth graders in a local elementary school. In both Type A and Type B, a first memory test was conducted 10 minutes after instruction, a second test 1 week later, and a third test 2 weeks later. Each test consisted of five English phrases that had appeared in each instruction session. The students were required to write the equivalent Japanese after listening to the individual English phrases orally presented by the instructor twice for each. In both Type A and Type B, an initial questionnaire including two items was given to the students immediately after each class. The two items were “Did you enjoy the class?” and “Was the class educational for you?” In addition to this, a second questionnaire consisting of one item was administered to the students after two lessons of both Type A and Type B. The question item was “How do you prefer to learn English phrases, with Type A or Type B?” The results revealed the following. (1) In both Type A and Type B, there was gradual increase in the students' memory of the five English phrases learned, from 10 minutes after the instruction to 2 weeks later. This phenomenon is called “reminiscence” in psychology. (2) To the question “Did you enjoy the class?” the affirmative answer was chosen 81% of the time in Type A, and 84% of the time in Type B. To the question “Was the class educational for you?” the affirmative answer was chosen 72% of the time in Type A, and 84% of the time in Type B. (3) To the final question, Type B was preferred by 68% of the students, while Type A was 10%. Accordingly, it was thought that the instructional method underlying the computer-based teaching materials was effective not only for retaining learning matters in memory, but also for stimulating the intellectual curiosity of the students. Furthermore, it was confirmed that the students preferred the computer-based instruction over the conventional hand-made style. |
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| 言語 | en | |||||
| 書誌情報 |
ja : 植草学園大学研究紀要 : 創立10周年記念号 en : Bulletin of Education and Health Science, Uekusa-Gakuen University 巻 10, p. 51-62, ページ数 197, 発行日 2018-03-31 |
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| 出版者 | ||||||
| 出版者 | 植草学園大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 18835988 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
