@article{oai:uekusa.repo.nii.ac.jp:00000573,
 author = {千田 , 直人 and Chida,  Naoto and 池田, 恭敏 and Ikeda, Yukiharu},
 journal = {植草学園大学紀要, Bulletin of Education and Health Science, Uekusa-Gakuen University 14},
 month = {Mar},
 note = {大学で作業療法学を専攻する1.2年次生が勉強に難渋する解剖学等の科目に関するリメディアル教育とし て, 教員がチューターとなって支援にあたる学修チューター制(以下, チューター制)を実践した。チュー ター制では, 学生が小グループの協同学習を通じて学力向上を目指し, 教員は効率的な学習方法や個人学習の進涉確認と共に, 学生同士の学び合いを促した。その実施後アンケートの結果, チューター制を有効であ ると評価し, 今後も継続することに賛成な学生が多かった。継続の賛否に関する要因分析では, 少人数での勉強で意欲が向上し, 学生同士や教員とも良好な関係を築けた学生は, 有意にチューター制を継続したいと 思っていた。 一方, 継続に消極的な者は, 有意に通学時間が長く, 休日の睡眠時間が短かった。また, GPAも高い傾向にあり, 効果的な個人学習が定着していることが確認できた。, A study tutoring system (hereinafter referred to as “tutoring system^,) in which instructors provide support as tutors was implemented as remedial education for subjects such as anatomy, which first and second-year students majoring in occupational therapy at universities found difficult. In the tutoring system, students aimed to improve their academic abilities through small-group, cooperative learning, and instructors tested the efficiency of the learning methods and the progress of individual learning while encouraging the students to learn from each other. The results of a subsequent questionnaire revealed that many of the students considered the system effective and were in favor of its continuation. In the analysis of the factors for the approval/disapproval of continuing the system, there was significant approval among students who were able to increase their motivation by studying in small groups and building good relationships with each other and with the instructors. Regarding the students who did not approve of continuing the system, their lack of approval significantly correlated with long commute times and short sleeping hours on holidays. The GPA also tended to be high, confirming that effective individual learning has been established.},
 pages = {69--75},
 title = {作業療法学生に対する学修チューター制の効果検証 : 継続の賛否に関する要因分析から},
 volume = {14},
 year = {2022}
}