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タイトル 「感じる」ことを学習内容の中核としたハードル走<教育科学>
別タイトル
Hurdles which “feeling” is the main learning contents
著者
寺坂, 民明 (TERASAKA, Tamiaki)
埼玉県飯能市立飯能第二小学校・埼玉大学大学院
塩澤, 榮一 (SHIOZAWA, Eiichi)
埼玉県入間市立豊岡小学校
鈴木, 直樹 (SUZUKI, Naoki)
埼玉大学教育学部保健体育講座 (Faculty of Education, Saitama University)
[出版社版]
出版者 埼玉大学教育学部
日付
出版年: 2009 - 2009
作成日: 2010-06-17
更新日: 2014-12-02
上位タイトル
埼玉大学紀要. 教育学部 (Journal of Saitama University. Faculty of Education). Vol.58, No.2  (2009. ) ,p.89- 100
識別番号
ISSN
18815146
抄録 In this study, it paid attention to child’s “Feeling”. The class that placed “Feeling” of the hurdles in the base of the contents of learning was planned from approach of the relations theory, and practiced. The purpose of this study is to clarify the result and the problem. When analyzing it, the qualitative teaching evaluation method (coding card method) that Suzuki (2005) had developed was used. Child’s learning was clarified from the generation of the sense of the movement process. As a result, children were found being transformed from the concept “Race” to the concept “Both
are created”.
Children’s “Feeling” in the hurdles was clarified the following processes in the relation between the self, the others, the thing and the event.
1) Moving “Feeling” is felt.
2) It is puzzled to moving “Feeling”.
3) The “Feeling” is constructed. (It becomes accustomed to movement. The “Feeling” is shared.)
4) The shared “Feeling” is changed.
5) The “Feeling” is constructed again. (It becomes accustomed to movement again. The
“Feeling” is shared again.)
Children connect “Participation” and “Relation” between the self, others, the thing, and the event from this. And, it can be said that “Feeling” is composed or is composed again from among the “Relation”.
キーワード
「感じる」
リズミカル
ハードル走
学習内容
質的授業分析
“feeling”
rhythmical
hurdles
learning contents
qualitative class analysis
言語
jpn
資源タイプ text
ジャンル Departmental Bulletin Paper
Index
/ Public / 埼玉大学 / 教育学部
/ Public / ジャンル別 / 研究紀要 / 埼玉大学 / 教育学部紀要
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