紀要論文 現代的なリズムのダンス授業における教師が獲得する知識
Required Knowledge for Teachers in the Contemporary Rhythmic Dance Class

安倍, 健太郎  ,  大西, 祐司  ,  住本, 純

(14)  , pp.61 - 71 , 2017-03-15 , びわこ成蹊スポーツ大学
ISSN:1348-9399
NII書誌ID(NCID):AA1191547X
内容記述
 In this study, a university teacher majoring in dance and a junior high school teacher not majoring dance collaborated in constructing a dance learning unit to clarify what kind of knowledge the latter teacher need to acquires in modern rhythmic dance class.As a result, we found seven points as follows; 1. Regarding knowledge of teaching materials, before the classes the subject acquired concepts on evaluation of dance learning materials. In addition, after the classes he acquired concepts on elements and skills of dance materials. 2. Regarding knowledge of students, before the classes he had some simple concepts on them. After the classes, however, he combined two different area of knowledge and there could be a possibility of generation of PCK. 3. Regardingarea of instruction methods, he had concepts about specific instruction methods and makinglearning environment better both before and after the instruction. 4. Regarding knowledge ofinteraction between instructional contents and students, before the lessons, he gained better abetter understanding of the instructional contents by sharing them with students. On theother hand, after the lessons, he evaluated the instructional contents from the viewpoint ofstudents’ educational achievements. 5. Regarding knowledge of interaction between studentsand teaching methods, before the lessons, he had some positive knowledge of planning goalsand contents according to the learner’s character. After the lessons, however, he felt somedifficulty in giving specific or affirmative feedback to the learners. Also, he felt some difficultyin instruction of group learning both before and after the lessons. 6. Regarding knowledge areaof teaching method and teaching material contents, he had concepts of technical instructions,improvement of teaching plan and systematic instructions both before and after the lessons. 7.Regarding knowledge of students, instruction methods and instruction contents, before thelessons, he talked from the learners’ standpoint. On the other hand, however, in the latter halfof the lessons, he talked from the viewpoint of learning contents.
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