초록 열기/닫기 버튼
本稿は、内省を組み込んだ活動デザイン・実践上の有効な手立てを探る一試みである。内省が学習活動の 一環として行われる場合、教師には、学習目的や学習者に見合った内省活動のデザインに加え、その活性化 に向けた具体的かつ実践的な支援が求められる。そのため、本稿では、学習における内省の意義ならびに内 省の難しさを踏まえた上で、日本語・日本文化の授業実践における内省活動の諸相を検討した。そこから、 内省活動の仕組みを規定する要素（類型・タイミングと場所・対象・手法・ねらい）とそのバリエーション を取り出した。これをもとに、活動デザイン・実践上の段階づけを提案し、内省活動の要素と関連づけてポ イントとなるものを挙げた。活動前段階では「内省活動そのものの意識化」、活動段階では「内省活動の手 法の精緻化」、活動後段階では「内省活動の意義を紡ぎ出す」ことをポイントとして示した。このような試 みは、教育現場で内省活動のデザインと実践上の問題を解いていく上で、有用な示唆を与えるものと期待さ れる。
This study is an attempt to explore the effective design and practice of learners' reflection activities. When reflection activities are conducted as part of learning activities, teachers are required to provide concrete and practical support toward activation, in addition to designing reflection activities that are appropriate for the learning objectives and learners. Therefore, this paper examined various aspects of reflection activities in classes on Japanese language and Japanese culture, after noting the significance and difficulty of reflection in learning. First, six elements of reflection activities and the various types of activities are presented, followed by summaries of the “who or with whom,” “when,” “where,” “about what,” “how,” and “why” reflection activities that were performed as part of this study. Also, an activity design is proposed with step-by-step stages: the pre-activity stage, the activity stage, and the post-activity stage. Each stage has a specific point: (a) the pre-activity stage should raise consciousness about the reflection activity itself; (b) the activity stage should elaborate the methods of the reflection activity; and (c) the post-activity stage should be understood the meaning of the reflection activity. The study suggests that these stages and points may provide helpful guidance regarding the design and practice of reflection activities in an educational context.
키워드열기/닫기 버튼
reflection, elements of reflection activity, design of activity, practical suggestion
