雑誌名静岡大学教育研究

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アクティブラーニング型授業の効果的な提供を意図した教室構築の試み

著者松野和子

雑誌名静岡大学教育研究

巻 12

ページ 87‑100

発行年 2016‑03‑25

出版者静岡大学大学教育センター

URL http://doi.org/10.14945/00009477

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࢔

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗࡢຠᯝⓗ࡞ᥦ౪ࢆពᅗࡋࡓᩍᐊᵓ⠏ࡢヨࡳ

ᯇ㔝࿴Ꮚ (㟼ᒸ኱Ꮫ ኱Ꮫᩍ⫱ࢭࣥࢱ࣮)

1. ࡣࡌࡵ࡟

ᮏ✏ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗࡢຠᯝⓗ

࡞ᥦ౪ࢆពᅗࡋ࡚㟼ᒸ኱Ꮫ㟼ᒸ࢟ࣕࣥࣃࢫ࡟ᵓ⠏

ࡉࢀࡓᩍᐊࡢᴫせࢆグ㏙ࡍࡿ¹ࠋ2013ᖺᗘࡲ࡛ࠊ ᮏᰯ㟼ᒸ࢟ࣕࣥࣃࢫࡢඹ㏻ᩍ⫱LᲷ204ᐊ࡜305 ᐊ ࡟ ࡣ ࡑ ࢀ ࡒ ࢀ CALL (Computer Assisted Language Learning) ᩍ ᐊ ࡜ LL (Language Laboratory)ᩍᐊࡀᩚഛࡉࢀ࡚࠸ࡓࠋࡇࢀࡽ2㒊ᒇ ࡣඹ࡟ᪧᘧࡢᶵჾࡀタ⨨ࡉࢀ࡚࠾ࡾࠊ࡯࡜ࢇ࡝฼

⏝ࡉࢀ࡞࠸ᩍᐊ࡜࡞ࡗ࡚࠸ࡓࡓࡵࠊࡇࢀࡽࡢྂ࠸

ᩍᐊࡀᨵ⿦ࡉࢀࡿࡇ࡜࡜࡞ࡗࡓࠋᨵ⠏࡟㝿ࡋ࡚ࠊ ᩍᐊࢆከࡃ✌ാࡉࡏࡿࡇ࡜ࡀពᅗࡉࢀࠊㄒᏛࡔࡅ

࡛ࡣ࡞ࡃ௚ࡢᤵᴗ࡛ࡶ฼⏝࡛ࡁࡿ✵㛫࡜ࡍࡿࡇ࡜

ࡀ⪃࠼ࡽࢀࡓࠋᨵ⠏࡛ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ ᆺᤵᴗࢆຠᯝⓗ࡟ᥦ౪࡛ࡁࡿᩍᐊࢆᵓ⠏ࡍࡿࡇ࡜

ࢆヨࡳ࡚ᩍᐊࢹࢨ࢖ࣥࡀ᳨ウࡉࢀࠊ2015ᖺ4᭶࡟

ᩍᐊࡀ᏶ᡂࡋࠊ฼⏝ࡀ㛤ጞࡉࢀࡓࠋ

2. ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ

୰஭(2015a)ࡀᣦ᦬ࡍࡿࡼ࠺࡟ࠊࠕ࢔ࢡࢸ࢕ࣈࣛ

࣮ࢽࣥࢢࡢᐃ⩏࡟ࡣࡉࡲࡊࡲ࡞ㄽதࠖࡀ࠶ࡿ(p. 6)ࠋ ᮏ✏࡛ࡣࠊ୰ኸᩍ⫱ᑂ㆟఍ (2012)ࡢ⏝ㄒ㞟࡟࠾ࡅ

ࡿ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࡢᐃ⩏ࢆᇶ┙࡜ࡍࡿࠋ୰

ኸᩍ⫱ᑂ㆟఍ (2012)ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆ

௨ୗࡢࡼ࠺࡟ㄝ᫂ࡍࡿࠋ

ᩍဨ࡟ࡼࡿ୍᪉ྥⓗ࡞ㅮ⩏ᙧᘧࡢᩍ⫱࡜ࡣ

␗࡞ࡾࠊᏛಟ⪅ࡢ⬟ືⓗ࡞Ꮫಟ࡬ࡢཧຍࢆྲྀ

ࡾධࢀࡓᩍᤵ࣭Ꮫ⩦ἲࡢ⥲⛠ࠋᏛಟ⪅ࡀ⬟ື

ⓗ࡟Ꮫಟࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊㄆ▱ⓗࠊ೔⌮ⓗࠊ

♫఍ⓗ⬟ຊࠊᩍ㣴ࠊ▱㆑ࠊ⤒㦂ࢆྵࡵࡓỗ⏝

ⓗ⬟ຊࡢ⫱ᡂࢆᅗࡿࠋⓎぢᏛ⩦ࠊၥ㢟ゎỴᏛ

⩦ࠊయ㦂Ꮫ⩦ࠊㄪᰝᏛ⩦➼ࡀྵࡲࢀࡿࡀࠊᩍ ᐊෆ࡛ࡢࢢ࣮ࣝࣉ࣭ࢹ࢕ࢫ࢝ࢵࢩࣙࣥࠊࢹ࢕

࣮࣋ࢺࠊࢢ࣮ࣝࣉ࣭࣮࣡ࢡ➼ࡶ᭷ຠ࡞࢔ࢡࢸ

࢕ࣈ࣭࣮ࣛࢽࣥࢢࡢ᪉ἲ࡛࠶ࡿࠋ(p. 37)

⁁ୖ(2014)ࡣࠊࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆ᥇ࡾධࢀ

ࡓᤵᴗ࡛࠶ࡿሙྜࠊࡑࢀࢆᩍᤵᏛ⩦ࡢᴫᛕ࡜ࡋ࡚

ࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗ(active-learning -based instruction)ࠖ࡜࿧ࡧࠊᏛ⩦ᴫᛕ࡜ࡋ࡚ࡢ࢔

ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࡜ࡣ༊ูࡋ࡚࠸ࡿࠖ(p. 14)ࠋ ᮏ✏࡟࠾࠸࡚ࡶࠊ⁁ୖ(2014)࡟‽ࡌࠊࠕ࢔ࢡࢸ࢕ࣈ

࣮ࣛࢽࣥࢢᆺᤵᴗࠖ࡜ࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࠖ࡜

࠸࠺ㄒࢆ౑⏝ࡍࡿࠋࡲࡓࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ ᆺᤵᴗࡢຠᯝⓗ࡞ᥦ౪ࢆពᅗࡋ࡚タィࡉࢀࡓᩍᐊ

ࢆࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࠖ࡜グ㍕ࡍࡿࠋ

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆᑟධࡋࡓᩍ⫱࡟ࡘ࠸࡚ࠊ

୰ኸᩍ⫱ᑂ㆟఍ (2012)࡛ࡣࠊ௨ୗࡢࡼ࠺࡟ゝཬࡉ

ࢀ࡚࠸ࡿࠋ

ᚑ᮶ࡢࡼ࠺࡞▱㆑ࡢఏ㐩࣭ὀධࢆ୰ᚰ࡜ࡋࡓ

ᤵᴗ࠿ࡽࠊᩍဨ࡜Ꮫ⏕ࡀពᛮ␯㏻ࢆᅗࡾࡘࡘࠊ

୍⥴࡟࡞ࡗ࡚ษ☩⌶☻ࡋࠊ┦஫࡟่⃭ࢆ୚࠼

࡞ࡀࡽ▱ⓗ࡟ᡂ㛗ࡍࡿሙࢆ๰ࡾࠊᏛ⏕ࡀ୺య

ⓗ࡟ၥ㢟ࢆⓎぢࡋゎࢆぢ࠸ࡔࡋ࡚࠸ࡃ⬟ື

ⓗᏛಟ㸦࢔ࢡࢸ࢕ࣈ࣭࣮ࣛࢽࣥࢢ㸧࡬ࡢ㌿᥮

ࡀᚲせ࡛࠶ࡿࠋࡍ࡞ࢃࡕಶࠎࡢᏛ⏕ࡢㄆ▱ⓗࠊ

೔⌮ⓗࠊ♫఍ⓗ⬟ຊࢆᘬࡁฟࡋࠊࡑࢀࢆ㘫࠼

ࡿࢹ࢕ࢫ࢝ࢵࢩࣙࣥࡸࢹ࢕࣮࣋ࢺ࡜࠸ࡗࡓ

཮᪉ྥࡢㅮ⩏ࠊ₇⩦ࠊᐇ㦂ࠊᐇ⩦ࡸᐇᢏ➼ࢆ

୰ᚰ࡜ࡋࡓᤵᴗ࡬ࡢ㌿᥮࡟ࡼࡗ࡚ࠊᏛ⏕ࡢ୺

యⓗ࡞Ꮫಟࢆಁࡍ㉁ࡢ㧗࠸Ꮫኈㄢ⛬ᩍ⫱ࢆ

㐍ࡵࡿࡇ࡜ࡀồࡵࡽࢀࡿࠋ㸦p.9)

ࡲࡓࠊຍ⸨(2015)ࡣࠊᤵᴗ࡬ࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥ

ࢢࡢᑟධ࡟ࡘ࠸࡚ࠊࠕ… ㅮ⩏ᆺࡢᤵᴗࢆྰᐃࡋ࡚

஧⪅ᢥ୍ࢆ㏕ࡿࡶࡢ࡛ࡣ࡞ࡃࠊ࢔ࢡࢸ࢕ࣈ࣭࣮ࣛ

ࢽࣥࢢᆺ࡜ㅮ⩏ᆺࢆ┦⿵ࡉࡏ࡞ࡀࡽࠊࣂࣛࣥࢫࡢ

࡜ࢀࡓᏛຊࡢᐇ⌧ࢆࡵࡊࡍࡶࡢ࡛࡞ࡅࢀࡤ࡞ࡽ࡞

࠸ࠖ࡜ᣦ᦬ࡍࡿ(p. 16)ࠋᮏ✏ࡣ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥ

ࢢ ᩍ ᐊ ࡢ ୍ ᱌ ࢆ グ㏙ ࡍ ࡿ ࡶ ࡢ࡛ ࠶ ࡿ ࡀ ࠊ ຍ⸨

(2015)࡜ྠᵝࡢጼໃࢆ๓ᥦ࡜ࡋ࡚࠾ࡾࠊ࢔ࢡࢸ࢕

ࣈ࣮ࣛࢽࣥࢢࢆᢥ୍ⓗ࡟᥇⏝ࡍ࡭ࡁ࡜୺ᙇࡍࡿࡶ

ࡢ࡛ࡣ࡞࠸ࠋ

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33. ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࡜Ꮫ⩦⎔ቃ

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗࡢ㉁ࢆ㧗ࡵࡿᕤኵ

࡟ࡣ࠸ࡃࡘ࠿࠶ࡿࡀࠊࡑࡢ1ࡘ࡟ᣲࡆࡽࢀࡿࡢࡀࠊ ࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࡢࡓࡵࡢᏛ⩦⎔ቃࢆᩚഛ ࡍࡿࡇ࡜࡛࠶ࡿࠖ(⁁ୖ, 2014, p. 134)ࠋᅵᣢ(2015b)

࡟ࡼࢀࡤࠊࠕ… ᩍ⫱⎔ቃࡀ㔜せ࡟࡞ࡿࠋ᪥ᮏࡢఏ

⤫ⓗ࡞ㅮ⩏ᙧᘧࡢᤵᴗᙧែ࠿ࡽ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽ

ࣥࢢ࡟ࠕࣃࣛࢲ࢖࣒㌿᥮ࠖࡍࡿ࡟ࡣࠊ࡝ࡢࡼ࠺࡞ࢫ

࣮࣌ࢫ࡟ࡍࡿ࠿ࡣࡁࢃࡵ࡚㔜せ࡞ࡇ࡜࡛࠶ࡿࠖ(p.

114)ࠋྠᵝ࡟ࠊ⡿ᕝ(2015)ࡶࠕ⬟ືⓗ࡞Ꮫ⩦ࡢࡓࡵࠊ ࡑࢀ࡟ྜࢃࡏࡓᏛ⩦⎔ቃ࡙ࡃࡾࢆࡍࡿࡇ࡜ࡀ㔜せ

࡛࠶ࡿࠖ࡜ゝཬࡍࡿ(p.89)ࠋ

Whiteside(2014)ࡣࠊࡇࢀࡲ࡛࡟⾜ࢃࢀ࡚ࡁࡓ࢔

ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࢆᑐ㇟࡜ࡋࡓㄪᰝ⤖ᯝࢆ

ࡲ࡜ࡵࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡣࠊᏛ⩦ᡂᯝ

࡜Ꮫ⏕ࡢ‶㊊ᗘࢆྥୖࡉࡏࡿ࡜ᣦ᦬ࡍࡿࠋ

… active learning spaces improve student satisfaction as well as learning outcomes

… (p.95)

ຍ࠼࡚ࠊPetersen and Gorman(2014)࡟ࡼࢀࡤࠊ

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡣࠊᏛ⏕ࡀ୺యⓗ࡟㛵

୚ࡍࡿᶵ఍ࡸᏛ⏕ྠኈࡀ┦஫࡟స⏝ࡍࡿᶵ఍ࠊᩍ ဨ࡜Ꮫ⏕ࡀ┦஫࡟స⏝ࡍࡿᶵ఍ࢆቑࡸࡍࠋ

Active learning classrooms (ALCs) provide opportunities for increased student engagement and interaction with classmates and the instructor. (p.63)

ࠕᮘࡸ᳔Ꮚࡢ㓄⨨ࠊ㆟ㄽࡢෆᐜࡢどぬ໬ࠊ᝟ሗ ࡢඹ᭷࡜࠸ࡗࡓせ⣲ࡣࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ㉁

ࢆᕥྑࡍࡿせ⣲࡛ࠖ࠶ࡾࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ ᩍᐊࡢタィ࡛ࡣࡇࢀࡽࡢᨭ᥼ࢆᐇ⌧ࡍࡿᏛ⩦⎔ቃ ࢹࢨ࢖ࣥࡀ᳨ウࡉࢀᚓࡿ(᪂஭࣭ᯈ಴, 2013, p. 45)ࠋ

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ࡟ࡣ㟁Ꮚᶵჾࡀᑟධࡉ

ࢀࡿࡇ࡜ࡀ࠶ࡿࡀࠊBaepler and Walker (2014)ࡣ Ꮫ⏕ࡢືᶵ௜ࡅࡸ㛵୚ᗘྜ࣭Ꮫ⩦ᡂᯝ➼࡟ࡘ࠸࡚ࠊ ࢸࢡࣀࣟࢪ࣮ࡢ฼⏝ࡀᩍ⫱ࡸᏛ⩦ࢆຠᯝⓗ࡟ᶵ⬟

ࡉࡏࡿࡇ࡜ࢆ♧ࡍ◊✲⤖ᯝࡀᚓࡽࢀ࡚ࡁ࡚࠸ࡿ࡜

ゝཬࡍࡿࠋ

A growing body of research on the impact of newly configured, technology-enhanced learning spaces shows that these classrooms can have a variety of positive effects on teaching and learning at the postsecondary level, including improvements in student affect and motivation, student engagement, and student learning outcomes… (p. 27)

୍᪉࡛ࠊMorrone, Ouimet, Siering and Arthur

(2014) ࡢ◊✲ㄪᰝ࡛ࡣࠊࣉࣟࢪ࢙ࢡࢱ࣮௨እࡢࢸ

ࢡࣀࣟࢪ࣮ࡣ᭷ព࡞ຠᯝࢆࡶࡗ࡚฼⏝ࡉࢀ࡚࠸࡞

࠿ࡗࡓࡇ࡜ࡀ᫂ࡽ࠿࡟࡞ࡗࡓࠋ

With the exception of the projector, the technology in the room was not used to significant effect. (p.47)

㐺ษ࡞ᶵჾࡢタ⨨ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆಁ

㐍ࡋᚓࡿࡇ࡜ࡀศ࠿ࡗ࡚ࡁ࡚࠸ࡿࡀࠊ࢔ࢡࢸ࢕ࣈ

࣮ࣛࢽࣥࢢᩍᐊ࡟ഛ࠼௜ࡅࡿᶵჾ࡟ࡘ࠸࡚ࠊࡑࡢ

ຠᯝࢆ⇍⪃ࡋ࡚ៅ㔜࡟㑅ᢥࡍࡿᚲせࡀ࠶ࡿ࡜⪃࠼

ࡽࢀࡿࠋ

Brooks and Solheim (2014)ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛ

ࢽࣥࢢᩍᐊ࡟㛵ࡍࡿㄪᰝࡢ⤖ᯝࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛ

ࢽࣥࢢᩍᐊࢆ኱Ꮫ࡟ᵓ⠏ࡍࡿࡇ࡜ࡣ౯್ࡢ࠶ࡿᢞ

㈨࡛࠶ࡿ࡜⤖ㄽ࡙ࡅ࡚࠸ࡿࠋ

… the construction of ALCs on college and university campuses is a worthwhile investment … (p.60)

୰஭(2015b)ࡶ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࡢࡓࡵࡢࠕᏛ

⩦⎔ቃࡢᩚഛࡣ⤌⧊ⓗ࡞ㄢ㢟࡛ࠖ࠶ࡿ࡜ᣦ᦬ࡍࡿ

(p. 18)ࠋ

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44. 㟼ᒸ኱Ꮫ࡟࠾ࡅࡿᏛ⩦⎔ቃࡢᩚഛ 4.1 ᮘ᳔࣭Ꮚ

⁁ୖ(2014)ࡣࠕᅛᐃᘧࡢᮘࡢ⎔ቃࡣࡶࡣࡸᪧ᫬

௦ⓗࡔ࡜ゝࢃࡊࡿࢆᚓ࡞࠸ࡔࢁ࠺ࠖ࡜ゝཬࡍࡿ(p.

134)ࠋᅛᐃᘧࡢᮘࡸ᳔Ꮚ࡛࠶ࡿ࡜ࠊάືࡀᚲࡎࡋ

ࡶ⾜࠼࡞ࡃ࡞ࡿ࡜࠸࠺ࡇ࡜࡛ࡣ࡞࠸ࡀࠊάືࡢࡋ

ࡸࡍࡉࡸάືྍ⬟࡞⠊ᅖ࡟ᙳ㡪ࡍࡿࠋ౛࠼ࡤࠊ࢔

ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗ࡛ࡣࢹ࢕ࢫ࢝ࢵࢩࣙࣥ

ࡀᒎ㛤ࡉࢀࡿࡇ࡜ࡀ࠶ࡿࡀࠊ୰஭(2015b)ࡣࠕᮘ࡜

࢖ࢫࡀᅛᐃࡉࢀࡓ㝵ẁᩍᐊࡣࠊ…ࡑࡢࡼ࠺࡞ᩍᐊ

࡛ࡶᏛ⏕㛫ࡢࢹ࢕ࢫ࢝ࢵࢩࣙࣥࡣྍ⬟ࠖࡔࡀࠊࠕᐇ

㊶ࡢ㞴ࡋࡉࠖࢆឤࡌࡿࡇ࡜࡟࡞ࡿ࡜ㄝ᫂ࡍࡿ(p.

18)ࠋྠᵝ࡟ࠊᅵᣢ (2015b)ࡶࠕᚑ᮶ࡢᩍᐊ࡛ࡣࠊ

Ꮫ⏕ࡣ᳔Ꮚࡸᮘ࡟ࠕᅛᐃࠖࡉࢀ࡚㌟ືࡁࡀྲྀࢀ࡞

࠸ࠋ…ࡇࡢࡼ࠺࡞ᅛᐃᘧࡢᩍᐊ⎔ቃ࡛ࡣࠊᏛ⏕㛫

࠶ࡿ࠸ࡣ TA ࡜ࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡟㝈⏺ࡀ࠶

ࡿࠖ࡜ᣦ᦬ࡍࡿ(p. 115)ࠋ

ᮏᏛࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ࡛ࡶࠊᮘࡸ᳔

Ꮚࡣᅛᐃᘧ࡛ࡣ࡞ࡃ࢟ࣕࢫࢱ࣮௜ࡁࡢྍືᘧࡀ᥇

⏝ࡉࢀࡓࠋᅗ1ࡣ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢᮘ

࡛࠶ࡿࠋ

ᅗ1 ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢᮘ ᮘࡢኳᯈࡣ࣓࣮ࣉࣝⰍ࡛㛗᪉ᙧᆺ࡛࠶ࡿࠋ4 ᮏࡢ

⬮࡟඲᪉ྥ࡟⛣ືྍ⬟࡞࢟ࣕࢫࢱ࣮ࡀ࡜ࡾ௜ࡅ࡚

࠶ࡿࠋ୧ࢧ࢖ࢻ࡟Ⲵ≀᥃ࡅࣇࢵࢡࡀ࠶ࡾࠊ๓㠃࡟

ᖥᯈࡀࡘ࠸ࡓᮘ࡛࠶ࡿࠋࡲࡓࠊᮘࢆ౑⏝ࡋ࡞࠸ᩍ ᐊ✵㛫࡛ࡢάືࡶ᝿ᐃࡉࢀࠊࡍ࡭࡚ࡢᮘࡣᢡࡾ␚

ࡳྍ⬟࡛ᖹ⾜࡟ࢫࢱࢵࢡࡀ࡛ࡁࡿࡶࡢ࡜࡞ࡗ࡚࠸

ࡿࠋຍ࠼࡚ࠊ෇ᙧ࡟ᮘࢆ㓄⨨ࡍࡿࡇ࡜ࡶ᝿ᐃࡉࢀࠊ ኳᯈࡣ୸ࡳゅ࡜࡞ࡗ࡚࠸ࡿࠋ

ᅗ2ࡣ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢ᳔Ꮚࡢ෗┿

࡛࠶ࡿࠋ

ᅗ2 ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢ᳔Ꮚ

ᮘ࡜ྠᵝ࡟ࠊ᳔Ꮚ࡟ࡶ4ᮏࡢ⬮࡟඲᪉ྥ࡟⛣ືྍ

⬟࡞࢟ࣕࢫࢱ࣮ࡀ࡜ࡾ௜ࡅ࡚࠶ࡿࠋᏛ⩦࡟క࠸ື

ࡁࡸࡍ࠸ࡼ࠺࡟ࠊ⫼ࡣୖ༙㌟ࡢືࡁࢆ㏣⾜ࡋ࡚ಖ ᣢࡍࡿTᏐᆺ࡛ࠊᗙ㠃࡜୍య໬ࡋ࡚࠸ࡿࠋࡲࡓࠊ ᗙ㠃ࡣࠊᏛ⩦࡟క࠺ືࡁࢆጉࡆ࡞࠸ࡼ࠺࡟ࠊ㌟య

ࢆᅇ㌿ࡉࡏࡸࡍ࠸෇ᙧ࡜࡞ࡗ࡚࠸ࡿࠋᮘ࡜ྠᵝ࡟

᳔Ꮚࡶࢫࢱࢵࢡྍ⬟࡞ࡶࡢࡀ᥇⏝ࡉࢀࡓࠋ

ᅗ 3ࡣࠊ6ྡ࡟ࡼࡿࢢ࣮ࣝࣉ࣮࣡ࢡάື࡟࠾ࡅ

ࡿᮘ᳔࣭Ꮚࡢ㓄⨨౛࡛࠶ࡿࠋ

ᅗ3 ᮘ᳔࣭Ꮚࡢ㓄⨨౛

(5)

᪂஭࣭ᯈ಴(2013)ࡀᣦ᦬ࡍࡿࡼ࠺࡟ࠊࠕ… ᗙࡾ᪉ࡦ

࡜ࡘ࡛ࡶࠊ㆟ㄽࡢ௙᪉ࡣኚࢃࡿࠖ(p. 45)ࠋࡲࡓࠊࠕᮘ

࡜࢖ࢫࡢ㓄⨨ࡣࠊᏛ⏕ࡀᏛ⩦άືࢆ෇⁥࡟⾜࠺ࡓ

ࡵࡔࡅ࡛࡞ࡃࠊ௚ࡢᏛ⏕࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡࢆ

ཷࡅࡿୖ࡛ࡶ㔜せ࡛ࠖ࠶ࡿ(ᑠᯘ, 2015, p. 72)ࠋᮏ Ꮫࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢᮘࡸ᳔Ꮚ࡛ࡶࠊ ㅮ⩏ᙧᘧࡔࡅ࡛࡞ࡃࠊ࣌࢔࣮࣡ࢡ࣭ࢢ࣮ࣝࣉ࣮࣡

ࢡ࣭ウㄽ➼ࡢάືࡸࡑࢀ࡟ᛂࡌࡓᩍᐊࡢࣞ࢖࢔࢘

ࢺࡀࡋࡸࡍ࠸ࡼ࠺࡟ᙧ≧ࡸ኱ࡁࡉࡀ᳨ウࡉࢀࡓࠋ

44.2 Ꮫ⏕⏝PC

ᮏᏛࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ࡟ࡣࠊᮘ᳔࣭

Ꮚ࡜ྠᩘศࡢᏛ⏕⏝ PC ࡀഛ࠼௜ࡅ࡚࠶ࡿࠋᏛ⏕

⏝ PC ࡣࠊ࣮࣮࢟࣎ࢻࢪࣕࢣࢵࢺࢆ᭷ࡋࠊ࣮࢟࣎

࣮ࢻࡢྲྀࡾእࡋࡀྍ⬟࡛ࠊࢱࣈࣞࢵࢺ࡜ࡋ࡚ࡶ฼

⏝ྍ⬟࡛࠶ࡿ(ࢱࢵࢳࣃࢿࣝࢹ࢕ࢫࣉࣞ࢖࡛άື

ࢆ⾜࠺ࡇ࡜ࡶྍ⬟࡛࠶ࡿ)ࠋຍ࠼࡚ࠊApple ♫〇 iPad 7 ྎ(204 ᐊ)࡜ 6 ྎ(305ᐊ)ࡀഛ࠼௜ࡅ࡚࠶

ࡿࠋ

PCࡣᮘୖ࡟タ⨨ࡉࢀ࡚࠾ࡽࡎࠊಖ⟶ᗜ࡟཰⣡ࡉ

ࢀ࡚࠾ࡾࠊPCࢆ౑⏝ࡍࡿάືࢆ⾜࠺㝿࡟ಖ⟶ᗜ࠿

ࡽᣢࡕฟࡋ࡚฼⏝ࡍࡿ²ࠋಖ⟶ᗜࡣࠊ཰⣡ࡉࢀ࡚࠸

ࡿPCࡢ඘㟁ࢆ⾜࠺ࠕ඘㟁ಖ⟶ᗜࠖࡀ᥇⏝ࡉࢀࠊ౑

⏝ࡉࢀ࡚࠸࡞࠸㛫࡟ࡣ඘㟁ࡀ⾜ࢃࢀࡿࠋ඘㟁ಖ⟶

ᗜࡣ࢟ࣕࢫࢱ࣮ࡀ௜࠸࡚࠾ࡾࠊ⛣ືྍ⬟࡛࠶ࡿࠋ ᅗ4ࡣࠊ඘㟁ಖ⟶ᗜ࡟཰⣡ࡉࢀࡓᏛ⏕⏝PC࡛࠶

ࡿࠋ

ᅗ4 ඘㟁ಖ⟶ᗜ࡟཰⣡ࡉࢀࡓᏛ⏕⏝PC

PCࡣᏛ⏕㛫࡛ඹ᭷ࡉࢀࡿタഛ࡜࡞ࡿࡓࡵࠊ⎔ቃ᚟

ඖࢩࢫࢸ࣒ࡀᑟධࡉࢀࠊタᐃኚ᭦ࡸࣇ࢓࢖ࣝಖᏑ

➼࡟ࡼࡗ࡚⎔ቃࡀኚ࠼ࡽࢀ࡚ࡶࠊ෌㉳ືࢆࡍࡿ࡜

ඖࡢ≧ែ࡟ᡠࡿ³ࠋPC࡟ࡣࠊ▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ

࣮࡟ࡼࡿᢞᙳࢩࢫࢸ࣒(ヲ⣽ࡣ➨ 4.4 ⠇ࢆཧ↷)ࡸ

ᤵᴗᨭ᥼ࢩࢫࢸ࣒(ヲ⣽ࡣ➨ 4.6 ⠇ࢆཧ↷)࡟ᚲせ

࡞࢔ࣉࣜࢣ࣮ࢩࣙࣥࡀᑟධࡉࢀ࡚࠸ࡿࠋ

㟼ᒸ኱ᏛࡢᏛ⏕ࢆྲྀࡾࡲࡃ PC ⎔ቃࡢ⌧≧࡟ᇶ

࡙ࡁࠊᮏᏛࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ࡛ࡣPCࢆ タഛࡍࡿࡇ࡜࡜ࡋࡓࡀࠊᑗ᮶ⓗ࡟ࡣࠊᏛ⏕ࡀ⮬㌟

ࡢPCࢆᣢཧࡍࡿBYOD(Bring Your Own Device)

࡬ ⛣ ⾜ ࡍ ࡿ ࡇ ࡜ ࡶ ⪃ ࠼ ࡽ ࢀ ᚓ ࡿ(Stonebraker, Robertshaw, Kirkwood, & Dugan, 2014)ࠋ

4.3 ࣍࣡࢖ࢺ࣮࣎ࢻ

ᅵᣢ(2015b)ࡀࠕࠕ࣍࣡࢖ࢺ࣮࣎ࢻࠖࡀᩍᐊࡢ඲య

࡟ഛࢃࡗ࡚࠸ࢀࡤࠊ࡝ࡇ࠿ࡽ࡛ࡶ⡆༢࡟⾜ࡁ᮶ࡀ

࡛ࡁࡿࠖ࡜ᣦ᦬ࡍࡿࡼ࠺࡟ࠊ࣍࣡࢖ࢺ࣮࣎ࢻࡢ㓄

⨨ࡶ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗࢆຠᯝⓗ࡟ᥦ౪ ࡍࡿᕤኵࡢ1ࡘ࡜࡞ࡿ(p. 115)ࠋ౛࠼ࡤࠊ᪂஭࣭ᯈ

಴(2013)࡟ࡼࢀࡤࠊࠕ… Ⓨゝෆᐜࢆྍど໬ࡍࡿࡇ

࡜ࡣࠊ㆟ㄽࢆ῝ࡵ࡚࠸ࡃࡓࡵ࡟㠀ᖖ࡟᭷ຠ࡛ࠖ࠶

ࡾࠊࠕ… ᝟ሗࢆእ㒊໬ࡋ࡚ඹ᭷ࡋࠊࡑࢀࢆ≀⌮ⓗ

࡟⛣ືࡋࡓࡾ㛵㐃࡙ࡅࡓࡾࡍࡿసᴗࡣࠊࢢ࣮ࣝࣉ

࡛ࡢ㆟ㄽ࡟࠾࠸࡚ᴟࡵ࡚㔜せ࡛࠶ࡿࠖࡀࠊ࣍࣡࢖

ࢺ࣮࣎ࢻࢆ౑⏝ࡋ࡚ࠊࡇࡢࡼ࠺࡞ࠕ᝟ሗࡢእ㒊໬ࠖ

ࢆ⾜࠺ࡇ࡜ࡀྍ⬟࡛࠶ࡿ(p. 47)ࠋ

ᮏᏛࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ࡛ࡣࠊ๓ቨ࣭

ᚋቨ࣭ᗯୗഃࡢഃቨ࡜࠸࠺ 3㠃ࡢቨ඲㠃࡟࣍࣡࢖

ࢺ࣮࣎ࢻࡀタ⨨ࡉࢀ࡚࠸ࡿ(࣍࣡࢖ࢺ࣮࣎ࢻࡀタ

⨨ࡉࢀ࡚࠸࡞࠸ഃቨࡣ඲㠃ࡀ❆࡜࡞ࡗ࡚࠸ࡿ)ࠋᅗ 5 ࡣ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢ๓᪉ࠊᅗ6 ࡣ࢔

ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊᚋ᪉ࡢ෗┿࡛࠶ࡿࠋ

(6)

ᅗ5 ᩍᐊ๓᪉

ᅗ6 ᩍᐊᚋ᪉

࣍࣡࢖ࢺ࣮࣎ࢻ㠃ࡣࠊ㒊ᮦ➼ࡢࢪࣙ࢖ࣥࢺࡀⓎ

⏕ࡋ࡞࠸ᵓ㐀࡛࠶ࡾࠊࡘ࡞ࡂ┠ࡣ࡞ࡃ1㠃࡛᪋ᕤ ࡉࢀ࡚࠸ࡿࠋࡲࡓࠊ☢▼ࡢྲྀࡾ௜ࡅࡀྍ⬟࡛࠶ࡾࠊ

☢▼࡛㈨ᩱ➼ࢆ㈞ࡾ௜ࡅ࡚ᥦ♧ࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

࣍࣡࢖ࢺ࣮࣎ࢻ࡛ࡣࠊࣉࣟࢪ࢙ࢡࢱ࣮࠿ࡽᢞᙳ ࡉࢀࡓᫎീࡸ⏬ീࡀග཯ᑕ࡟ࡼࡗ࡚ぢ࠼࡞ࡃ࡞ࡿ

㒊఩ࡀ࡞ࡃ㩭᫂࡟ᢞᙳࡉࢀࡿᮦ㉁ࡀ᥇⏝ࡉࢀࠊඖ ᮶ࡢ࣐࣮࣮࢝࡟ࡼࡿ᭩ࡁ㎸ࡳࡔࡅ࡛࡞ࡃࠊࢫࢡࣜ

࣮ࣥࡢᙺ๭ࡶᢸ࠺(ᢞᙳ࡟㛵ࡍࡿヲ⣽ࡣ➨4.4⠇ࢆ

ཧ↷)ࠋ

44.4 ▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮

Morrone, Ouimet, Siering and Arthur (2014)

࡛ࡣࠊᏛ⏕࡬ࡢ㉁ၥ⣬ㄪᰝ࡜ࣅࢹ࢜᧜ᙳ࡟ࡼࡿほ

ᐹ࡟ࡼࡗ࡚࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢᶵჾ࡟㛵 ࡍࡿㄪᰝࡀ⾜ࢃࢀࠊࣉࣟࢪ࢙ࢡࢱ࣮ࡀ࢔ࢡࢸ࢕ࣈ

࣮ࣛࢽࣥࢢάື࡟㢧ⴭ࡟ᙺ❧ࡗ࡚࠸ࡿࡇ࡜ࡀ᫂ࡽ

࠿࡟࡞ࡗࡓࠋᏛ⏕࡬ࡢ㉁ၥ⣬ㄪᰝ࡛ࡣࣉࣟࢪ࢙ࢡ ࢱ࣮࡟㛵ࡋ࡚66㸣ࡀࠕ㠀ᖖ࡟ᙺ❧ࡗ࡚࠸ࡿ࣭ࠖ26%

ࡀࠕᙺ࡟❧ࡗ࡚࠸ࡿࠖ࡜ᅇ⟅ࡋࠊ௚ࡢᶵჾ࡟ẚ࡭࡚

ࣉࣟࢪ࢙ࢡࢱ࣮ࡀάື࡟ᙺ❧ࡗ࡚࠸ࡿ࡜⪃࠼ࡿᏛ

⏕ࡀከ࠸ࡇ࡜ࡀሗ࿌ࡉࢀ࡚࠸ࡿࠋࡲࡓࠊࣅࢹ࢜᧜

ᙳ࡟ࡼࡿほᐹࡢ⤖ᯝࠊࣉࣟࢪ࢙ࢡࢱ࣮ࡀ୺࡟౑⏝

ࡉࢀࡿᶵჾ࡛࠶ࡗࡓࡇ࡜ࡶ᫂ࡽ࠿࡟࡞ࡗ࡚࠸ࡿࠋ During video observations, use of projectors was clearly the dominant form of technology used. (Morrone et al., 2014, p.48)

ᮏᰯࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ࡛ࡶࠊ๓ቨ࣭

ᚋቨ࣭ഃቨࡢ࣍࣡࢖ࢺ࣮࣎ࢻୖ㒊࡟ࠊ▷↔Ⅼࣉࣟ

ࢪ࢙ࢡࢱ࣮ࡀ࡜ࡾ௜ࡅࡽࢀ࡚࠸ࡿ (204 ᐊ࡛ࡣ๓ ቨ࣭ᚋቨ࣭ഃቨࡢ࣍࣡࢖ࢺ࣮࣎ࢻ࡟ྛ2ྎࠊ305ᐊ

࡛ࡣ๓ቨ2ྎ࣭ᚋቨ2ྎࠊഃቨ࡟1ྎࡀ࡜ࡾ௜ࡅ

ࡽࢀ࡚࠸ࡿ)ࠋ▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮ࡣࠊ࡯ࡰ┿ୖ

࠿ࡽ࣍࣡࢖ࢺ࣮࣎ࢻ࡬ࢹ࣮ࢱࢆᢞᙳࡍࡿ⁴ࠋᅗ7ࡣ

▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮ࡢ෗┿࡛࠶ࡿࠋ

ᅗ7 ▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮

ᅗ8ࡣࠊ▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮࡜࣍࣡࢖ࢺ࣮࣎ࢻ ࡢ఩⨨㛵ಀࢆ⾲ࡋࡓ෗┿࡛࠶ࡿࠋ

(7)

ᅗ8 ࣍࣡࢖ࢺ࣮࣎ࢻୖ㒊࡟࡜ࡾ௜ࡅࡽࢀࡓ

ࣉࣟࢪ࢙ࢡࢱ࣮

▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮࡟ࡼࡗ࡚ࠊᏛ⏕ࡣࠊᏛ⏕

⏝ PC ࡸ iPad ࠿ࡽ࣍࣡࢖ࢺ࣮࣎ࢻ࡬┤᥋ᢞᙳࢆ

⾜࠺ࡇ࡜ࡀྍ⬟࡛࠶ࡿࠋᢞᙳࡉࢀࡿࢹ࣮ࢱࡣPCࢹ

࢕ࢫࣉࣞ࢖ୖ࡛ࡢືస࡟㐃ືࡍࡿࠋ␗࡞ࡿ PC ࠿

ࡽࡢ␗࡞ࡿࢹ࣮ࢱࢆࣉࣟࢪ࢙ࢡࢱ࣮ࡈ࡜࡟ᢞᙳ࡛

ࡁࡿࡓࡵࠊࢢ࣮ࣝࣉ࣮࣡ࢡࡢ㝿࡟ࡣ1ࢢ࣮ࣝࣉ࡟

1 ࣉࣟࢪ࢙ࢡࢱ࣮ࢆ฼⏝ࡍࡿࡇ࡜ࡀྍ⬟࡛࠶ࡿࠋ ゝ࠸᥮࠼ࢀࡤࠊ204ᐊ࡛ࡣ␗࡞ࡿ6ࢹ࣮ࢱࠊ305ᐊ

࡛ࡣ␗࡞ࡿ5ࢹ࣮ࢱࢆྠ᫬࡟ᢞᙳࡋᚓࡿࠋࡲࡓࠊ 1 ࡘࡢ PC ࠿ࡽࡍ࡭࡚ࡢࣉࣟࢪ࢙ࢡࢱ࣮࡬ྠ୍ࡢ ࢹ࣮ࢱࢆᢞᙳࡍࡿࡇ࡜ࡶྍ⬟࡛࠶ࡾࠊࢢ࣮ࣝࣉ࣡

࣮ࢡᚋࡢⓎ⾲➼ࡢάື࡬ࢫ࣒࣮ࢬ࡟⛣⾜ࡍࡿࡇ࡜

ࡶ࡛ࡁࡿࠋ

ᅗ9ࡣࠊ▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮ࢆ㏻ࡋ࡚ࠊᏛ⏕

⏝PC ࠿ࡽ࣍࣡࢖ࢺ࣮࣎ࢻ࡬PC ⏬㠃ࢆᢞᙳࡋࡓ

෗┿࡛࠶ࡿࠋ

ᅗ9 Ꮫ⏕⏝PC࠿ࡽ࣍࣡࢖ࢺ࣮࣎ࢻ࡬ࡢᢞᙳ ᢞᙳ⏬㠃ࡣࠊ1㠃ࡔࡅ࡛࡞ࡃࠊ⏬㠃ࢆ4 ศ๭ࡋ

࡚ࡶᢞᙳ࡛ࡁࡿࡓࡵࠊ1ࣉࣟࢪ࢙ࢡࢱ࣮࡛PC4ྎ

ࡲ࡛ࡢ⏬㠃ࢆྠ᫬࡟ᢞᙳࡋࠊྠࡌࢢ࣮ࣝࣉෆࡢ 4

ேࡢసᴗࢆྠ᫬࡟ᢞᙳࡋ࡚ࠊྛࢢ࣮ࣝࣉࡀࢢ࣮ࣝ

ࣉ࣮࣡ࢡࡸⓎ⾲ࢆ⾜࠺ࡇ࡜ࡶྍ⬟࡛࠶ࡿࠋࡘࡲࡾࠊ 204ᐊ࡛ࡣ␗࡞ࡿ24ࢹ࣮ࢱࠊ305ᐊ࡛ࡣ␗࡞ࡿ20 ࢹ࣮ࢱࢆྠ᫬࡟ᢞᙳࡋᚓࡿࠋᢞᙳඛࡀ࣍࣡࢖ࢺ࣎

࣮ࢻ࡜࡞ࡗ࡚࠸ࡿࡓࡵࠊᢞᙳࡋࡓ⏬㠃࡟᭩ࡁ㎸ࡳ

ࢆ⾜࠸ࡘࡘࠊάືࢆ⾜࠺ࡇ࡜ࡶ࡛ࡁࡿࠋ

▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮࡛ࡣࠊࠕࢱࢵࢳࣃࢿࣝไᚚ ࢩࢫࢸ࣒ࠖࡸᩍဨ⏝ PC ࢆ౑⏝ࡋ࡚ࠊᩍဨ⏝᧯స

༟࡟タ⨨ࡉࢀ࡚࠸ࡿ PCࠊᩍဨࡀᣢࡕ㎸ࢇࡔ PCࠊ

᭩⏬࣓࢝ࣛࠊDVD࣭ࣈ࣮ࣝࣞ࢖ࣉࣞ࢖࣮ࣖ࠿ࡽࡢ

ᫎീ࣭⏬ീ➼ࢆ࣍࣡࢖ࢺ࣮࣎ࢻ࡟ᢞᙳ࡛ࡁࡿࠋ

44.5 ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒

ࠕࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࠖࡣࠊࢫࢡ࣮ࣜࣥ

ୖࡢ࣎ࢱࣥࢆᢲࡍࡔࡅ࡛▷↔Ⅼࣉࣟࢪ࢙ࢡࢱ࣮ࢆ

㏻ࡋ࡚๓ቨ࣭ᚋቨ࣭ഃቨࡢ࣍࣡࢖ࢺ࣮࣎ࢻ࡟ᢞᙳ ࡍࡿࢯ࣮ࢫ(PCࠊ᭩⏬࣓࢝ࣛࠊDVD࣭ࣈ࣮ࣝࣞ࢖) ࡢ㑅ᢥࡸษ᭰ࢆ⾜࠺ࡇ࡜ࡀ࡛ࡁࡿᶵჾ࡛࠶ࡿࠋ࣍

࣡࢖ࢺ࣮࣎ࢻୖࡢᕥྑࡢࣉࣟࢪ࢙ࢡࢱู࣮࡛ࡢࢯ

࣮ࢫࢆᢞᙳࡍࡿࡇ࡜ࡶࠊᩍᐊෆࡢ඲࡚ࡢࣉࣟࢪ࢙

ࢡࢱ࣮࡟ྠ୍ࡢࢯ࣮ࢫࢆᢞᙳࡍࡿࡇ࡜ࡶ࡛ࡁࡿࠋ ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࢆ౑ࡗ࡚ࠊ࣐࢖ࢡࡸAV ᶵჾࠊPC࠿ࡽࡢࢯ࣮ࢫࡢ㡢㔞ㄪ⠇ࡶྍ⬟࡛࠶ࡿ⁵ࠋ

(8)

ᫎീฟຊ࡜㡢ኌฟຊࡢ࣎ࢱࣥࡀࡑࢀࡒࢀ࠶ࡾࠊᫎ

ീ࡜㡢ኌࢆูࠎ࡟ON࣭OFFࡍࡿᶵ⬟ࡶ᭷ࡍࡿࠋ

ࡲࡓࠊࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒࠿ࡽᏛ⏕⏝PCࡢ ࢹ࢕ࢫࣉࣞ࢖ࢆࣈࣛࢵࢡ࢔࢘ࢺ࡛ࡁࡿࡼ࠺࡟࡞ࡗ

࡚࠸ࡿࠋ

ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࡢタィࡣࠊ࢔ࢡࢸ࢕

ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗ࡟࠾ࡅࡿᩍဨࡢᙺ๭ࢆᛮ㔞ࡋ

᳨࡚ウࡉࢀࡓࠋ୰஭(2015b)࡟ࡼࢀࡤࠊ࢔ࢡࢸ࢕ࣈ

࣮ࣛࢽࣥࢢᆺᤵᴗ࡟࠾࠸࡚ࠊᩍဨࡣࠕ▱㆑ࡢᥦ౪

⪅࡜ࡋ࡚ࡢᙺ๭ࡶࠖồࡵࡽࢀࡿࡀࠊࠕᏛ⏕ࡢᏛ⩦࡟

ᑐࡍࡿಁ㐍⪅ࠊࡘࡲࡾࣇ࢓ࢩࣜࢸ࣮ࢱ࣮ࡢᙺ๭ࠖ

ࢆᢸ࠺(p. 15)ࠋ᳃ᮏ(2015) ࡶࠕࣇ࢓ࢩࣜࢸ࣮ࢱ࣮

࡜ࡋ࡚ࡢᩍဨࡣࠊᏛ⩦⪅(ࡢᏛ⩦≧ἣࡸᏛ⩦⪅≉ᛶ)

࡟ᛂࡌ࡚㐺ษ࡞Ꮫ⩦ᨭ᥼ࢆ⾜࠺ᚲせࠖࡀ࠶ࡿ࡜ㄝ

᫂ࡍࡿ(p. 20)ࠋ౛࠼ࡤࠊάືࡢ㐣⛬࡛ࡣࠊᩍဨࡀ࢔

ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࡟ᑐᛂࡋࡓㄢ㢟ࢆᥦ♧ࡍࡿሙ 㠃ࡶ᝿ᐃࡉࢀࡿࡀࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡣࠊ ᩍဨࡀᏛ⏕࡟ㄢ㢟ࢆㄢࡋࡸࡍ࠸ࡼ࠺࡟タィࡉࢀࡿ

(Beichner, 2014)ࠋ

… twenty-first century skills like problem solving, communication, and teamsmanship. Active learning classrooms make it easy for faculty to assign tasks that require students to practice these skills as a means of learning the subject matter. (p.

16)

Gillies (2010)࡛ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࡢ1ࡘ ࡢᙧᘧ࡛࠶ࡿ༠ྠᏛ⩦࡟㛵ࡍࡿㄪᰝࡀ⾜ࢃࢀࠊᩍ ဨࡢࣇ࢓ࢩࣜࢸ࣮ࢱ࣮࡜ࡋ࡚ࡢᙺ๭ࢆᶵ⬟ࡉࡏࡿ

࡜Ꮫ⏕ྠኈࡶ஫࠸࡟ࡑࡢᏛࡧࢆຓࡅྜ࠸ࠊಁ㐍ࡋ

ྜ࠺ࡇ࡜ࡀ᫂ࡽ࠿࡟࡞ࡗ࡚࠸ࡿࠋ

… when students work in cooperative groups where teachers use more facilitative, learning behaviours, they too are more helpful and facilitative of each other’s learning than students who work in groups where cooperative learning is not widely endorsed. (p. 248)

ࣇ࢓ࢩࣜࢸ࣮ࢱ࣮࡜ࡋ࡚ࡢᩍဨࡣάື࡬ࡢ㧗

࠸㛵୚ࡀ᝿ᐃࡉࢀࡿࠋᩍဨࡢ㛵୚࡟ࡘ࠸࡚ࠊ Shernoff (2013)ࡣ௨ୗࡢࡼ࠺࡟ゝཬࡍࡿࠋ

͐ teachers facilitate the positive emotions of their students by modeling their own enthusiasm and also by

providing support

for their students and their needs…

Teachers in high-involvement classrooms fostered intrinsic motivation and utilized more scaffolded instruction (e.g. modeling thinking, providing hints, asking students to explain, and giving feedback about progress) to adjust the challenge of the material to students’ level of skill, as well as more motivational discourse. (p. 130)

ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࡣࠊࠕ▱㆑ࡢᥦ౪⪅ࠖ

࡜ࡋ࡚ࡔࡅ࡛ࡣ࡞ࡃࠕࣇ࢓ࢩࣜࢸ࣮ࢱ࣮ࠖ࡜ࡋ࡚

ࡢᩍဨࢆᨭ᥼ࡍࡿࡇ࡜ࢆពᅗࡋ࡚タィࡉࢀ࡚࠸ࡿࠋ ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࡣࠊࢫࢱࣥࢻࡀ௜㝶ࡋ

࡚࠾ࡾࠊㅮ₇ྎୖࡸᩍဨ⏝᧯స༟ୖ➼࡟ࢱࢵࢳࣃ

ࢿࣝไᚚࢩࢫࢸ࣒ࢆ⨨ࡁࠊࢩࢫࢸ࣒ࢆᅛᐃࡋ࡚᧯

సࡍࡿࡇ࡜ࡶྍ⬟࡛࠶ࡿࠋᅗ10ࡣࠊㅮ₇ྎୖ࡟⨨

࠿ࢀࡓࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒࡛࠶ࡿࠋ

ᅗ10 ㅮ₇ྎୖ࡟⨨࠿ࢀࡓࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒

୍᪉ࠊࢩࢫࢸ࣒ࡣࢫࢱࣥࢻ࠿ࡽྲྀࡾእࡋྍ⬟࡛ࠊ ࢫࢱࣥࢻ⮬యࡶሙᡤࢆ⛣ືࡉࡏࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗ࡛ࡣࠊᏛ⏕ࡔࡅ࡛࡞

ࡃᩍဨࡶࠕ࢔ࢡࢸ࢕ࣈ࡛ࠖ࠶ࡿሙ㠃ࡀ᝿ᐃࡉࢀᚓ

ࡿࠋMoore and Moore (2004)࡟ࡼࢀࡤࠊᩍဨࡢࠕ࢔

(9)

ࢡࢸ࢕ࣈ࣭ࢸ࢕࣮ࢳࣥࢢࠖ࡟ࡼࡗ࡚ࠊᏛ⏕ࡢ࢔ࢡࢸ

࢕ࣈ࣮ࣛࢽࣥࢢࡀಁ㐍ࡉࢀࡿࠋ

Classrooms that utilize active teaching and learning strategies promote an environment that engages all students in relevant activities that empower as well as support their learning. (p. 143)

ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࡣࠊࢣ࣮ࣈ࡛ࣝࡘ࡞ࡀ ࡗ࡚࠸࡞࠸ࡓࡵࠊᣢࡕ㐠ࢇ࡛ࠊᩍᐊࡢ࡝ࡢ఩⨨࠿

ࡽ࡛ࡶ᧯స࡛ࡁࠊᩍဨࡣᩍᐊෆࢆືࡁ࡞ࡀࡽ࡛ࡶ

᧯సྍ⬟࡛࠶ࡿࠋᅗ11ࡣࠊྲྀࡾእࡉࢀࡓࠕࢱࢵࢳ

ࣃࢿࣝไᚚࢩࢫࢸ࣒ࠖࡢ෗┿࡛࠶ࡿࠋࢱࢵࢳࣃࢿ

ࣝไᚚࢩࢫࢸ࣒ࡣ୺࡟ᩍဨ࡟ࡼࡗ࡚฼⏝ࡉࢀࡿࡀࠊ Ꮫ⏕ࡀⓎ⾲ࢆ⾜࠺㝿࡟ࡶ฼⏝ࡉࢀᚓࡿࠋ

ᅗ11 ྲྀࡾእࡋ࡚ᣢࡕ㐠ࡧྍ⬟࡞

ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒

ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࡢ࢖ࣥࢱ࣮ࣇ࢙࢖ࢫࡣ ᅗ12ࡢ࡜࠾ࡾ࡛࠶ࡿࠋ

ᅗ12 ࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࡢ࢖ࣥࢱ࣮ࣇ࢙࢖ࢫ

AV㡢㔞 ࣐࢖ࢡ㡢㔞

ࣉࣟࢪ࢙ࢡࢱ࣮㸦ᕥ㸧

㸫

㟁※

ᖖタPC ^{᭩⏬࣓࢝ࣛ}

ࣈ࣮ࣝࣞ࢖ Ꮫ⏕⏝PC ᣢࡕ㎸ࡳPC

࢔ࢼࣟࢢ (RGB)

ᾘ㡢

ᣢࡕ㎸ࡳPC ࢹࢪࢱࣝ

(HDMI)

ࣈࣛࢵࢡ

࢔࢘ࢺ

ࣉࣟࢪ࢙ࢡࢱ࣮㸦ྑ㸧 ᖖタPC ^{᭩⏬࣓࢝ࣛ}

Ꮫ⏕⏝PC ᣢࡕ㎸ࡳPC

࢔ࢼࣟࢢ (RGB)

ᾘ㡢

ᣢࡕ㎸ࡳPC ࢹࢪࢱࣝ

(HDMI)

ࣈࣛࢵࢡ

࢔࢘ࢺ

ࢩࢫࢸ࣒

⤊஢

ࣈ࣮ࣝࣞ࢖

㸩 ^ᾘ 㸫㸩

㟁※

(10)

44.6 ㅮ₇ྎ(ᩍቭ)࣭ᩍဨ⏝᧯స༟

ࠕࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࠖ࡜ྠᵝ࡟ࠊ࢔ࢡ ࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗ࡟࠾ࡅࡿᩍဨࡢᙺ๭ࢆᛕ 㢌࡟⨨࠸࡚ࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢㅮ₇ྎ

(ᩍቭ)࡜ᩍဨ⏝᧯స༟ࡢࢹࢨ࢖ࣥࡀ᳨ウࡉࢀࡓࠋ ㅮ₇ྎ(ᩍቭ)ࡣࠊୗ㒊ࡢ 4 㝮࡟඲᪉ྥ࡟⛣ືྍ

⬟࡞࢟ࣕࢫࢱ࣮ࡀ௜࠸࡚࠾ࡾࠊሙᡤࢆ⛣ືࡉࡏࡿ

ࡇ࡜ࡀྍ⬟࡜࡞ࡗ࡚࠸ࡿࠋࡑࡢࡓࡵࠊᩍဨࡣ๓᪉ ࡔࡅ࡛࡞ࡃࠊᩍᐊ୰ኸࡸഃ㠃➼࡟ᩍቭࢆ఩⨨ࡉࡏ

࡚ᤵᴗࢆᒎ㛤ࡍࡿࡇ࡜ࡶྍ⬟࡛࠶ࡿࠋࡲࡓࠊㅮ₇

ྎ(ᩍቭ)ࡣࠊᏛ⏕ࡀⓎ⾲ࢆ⾜࠺㝿࡟ࡶά⏝ࡉࢀࡿࡇ

࡜ࡀ࠶ࡿࠋᅗ13ࡣㅮ₇ྎ(ᩍቭ)ࡢ෗┿࡛࠶ࡿࠋ

ᅗ13 ㅮ₇ྎ(ᩍቭ)

୍᪉ࠊᩍဨ⏝᧯స༟࡟ࡣࠊᩍဨ⏝PCࠊ᭩⏬࣓࢝

ࣛࠊࣈ࣮ࣝࣞ࢖࣭DVDࣉࣞ࢖࣮ࣖࠊ࣡࢖ࣖࣞࢫ࣐࢖

ࢡࡀタ⨨ࡉࢀ࡚࠸ࡿࠋࡲࡓࠊᩍဨ⏝᧯స༟࡟タ⨨ࡉ

ࢀ࡚࠸ࡿPCࡔࡅ࡛࡞ࡃࠊᩍဨࡀᣢࡕ㎸ࢇࡔPC࠿

ࡽࡶ࣍࣡࢖ࢺ࣮࣎ࢻ࡟PCୖࡢ⏬㠃ࢆᢞᙳ࡛ࡁࡿࡼ

࠺࡟㓄⥺ࡀ⏝ពࡉࢀ࡚࠸ࡿࠋᩍဨ⏝᧯స༟ୖࡢᩍဨ

⏝PC࡟ࡶࠊᏛ⏕⏝PC࡜ྠᵝࡢ⎔ቃ᚟ඖࢩࢫࢸ࣒

ࡸࠕࢱࢵࢳࣃࢿࣝไᚚࢩࢫࢸ࣒ࠖ࡜ྠᵝࡢᢞᙳࢩࢫ ࢸ࣒ࡀᑟධࡉࢀ࡚࠸ࡿࠋᩍဨ⏝ PC ࡛ࡣᤵᴗᨭ᥼

ࢩࢫࢸ࣒ࡀᑟධࡉࢀ࡚࠾ࡾࠊᩍဨ⏝ PC ࠿ࡽᏛ⏕

⏝PC(ࢢ࣮ࣝࣉᣦᐃࡲࡓࡣ௵ពࢡࣛ࢖࢔ࣥࢺᣦᐃ)

ࡢ㟁※ࡢ ON࣭OFFࠊ෌㉳ື᧯సࡸ࣮ࣘࢨࡢࣟࢢ

࢜ࣥ㸭ࣟࢢ࢜ࣇ᧯సࡀ࡛ࡁࡿᶵ⬟ࢆ᭷ࡋ࡚࠸ࡿࠋ ຍ࠼࡚ࠊᩍဨ⏝ PC ࠿ࡽ௵ពࡢᏛ⏕⏝ PC(」ᩘྎ

୍ᩧࢆྵࡴ)ࡢ࣮࣮࢟࣎ࢻ࣭࣐࢘ࢫ᧯సࡢไ㝈ࢆ⾜

࠺ࡇ࡜ࡸ⏬㠃ࣟࢵࢡ࣭ࣈࣛࢵࢡ࢔࢘ࢺࢆ⾜࠺ࡇ࡜

ࡀྍ⬟࡛࠶ࡿࠋ

࣡࢖ࣖࣞࢫ࣐࢖ࢡࡣࠊࣁࣥࢻᆺ࡜ࢱ࢖ࣆࣥᆺࡀ⏝

ពࡉࢀ࡚࠸ࡿࠋእ㒊࡜ࡢΰಙࢆ㜵ࡄࡓࡵࠊ࣐࢖ࢡࡣ ග(㉥እ⥺)ఏ㏦᪉ᘧ࡟ࡼࡾ㡢ኌࢆ㏦ཷಙࡍࡿࠋ」ᩘ

ࡢ࣐࢖ࢡࢆྠ᫬࡟౑⏝࡛ࡁࠊᩍဨ࡜ᩍဨ㛫(౛: ᩍဨ 2ྡ࡛ࡢඹྠᤵᴗ)ࠊᩍဨ࡜Ꮫ⏕㛫ࠊᏛ⏕࡜Ꮫ⏕㛫ࡢ

ࡸࡾ࡜ࡾࢆ࣐࢖ࢡࢆ㏻ࡋ࡚⾜࠺ࡇ࡜ࡶྍ⬟࡛࠶ࡿࠋ

฼⏝ࡉࢀ࡚࠸࡞࠸ሙྜࡣࠊ࣐࢖ࢡࡣᩍဨ⏝᧯స༟ୖ

ࡢ඘㟁ჾ࡟᱁⣡ࡉࢀࡿࠋᅗ14ࡣᩍဨ⏝᧯స༟ࡢ෗

┿࡛࠶ࡿࠋ

ᅗ14 ᩍဨ⏝᧯స༟

ᩍဨ⏝᧯స༟ୗࡢᲴ࡟ࡣࠊ࣌ࣥࢱ࢖ࣉ࣮ࣞࢨ࣮

࣏࢖ࣥࢱ࣮ࡶ཰⣡ࡉࢀ࡚࠸ࡿࠋ࣮ࣞࢨ࣮࣏࢖ࣥࢱ

࣮ࡣᩍဨࡀ౑⏝ࡍࡿࡔࡅ࡛࡞ࡃࠊࢢ࣮ࣝࣉ࣮࣡ࢡ

࡛ࡶ฼⏝࡛ࡁࡿࡼ࠺࡟ࠊ204ᐊ࡛ࡣ6ᮏࠊ305ᐊ

࡛ࡣ5ᮏࡀഛࢃࡗ࡚࠸ࡿࠋ

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44.7 ࣅࢹ࣓࣭࢜࢝ࣛ୕⬮

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡣࠊࢹࢪࢱࣝࣅࢹ࢜

࣓࢝ࣛࠊ୕⬮ࠊ࣡࢖ࣖࣞࢫ࢞ࣥࢬ࣮࣒࣐࢖ࢡࣟࣇ

࢛ࣥࠊ࣡࢖ࢻࢥࣥࣂ࣮ࢪࣙࣥࣞࣥࢬࡀタഛࡉࢀ࡚

࠸ࡿ(204 ᐊ࡛ࡣྛ 7 ྎ(ಶ)ࠊ305 ᐊ࡛ࡣྛ 5 ྎ (ಶ))ࠋ୕⬮ࡣࠊࣅࢹ࣓࢜࢝ࣛ࡜ࡢྲྀࡾእࡋࡀྍ⬟

࡛ࠊ⣙ 500mm࠿ࡽ 1500 mmࡲ࡛ࡢ㧗ࡉࢆ⮬ᅾ

࡟ㄪᩚࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

Prinsen, Terwel, Volman and Fakkert (2010) ࡢ◊✲ㄪᰝ࡛ࡣࠊᩍဨࡢࣇ࢕࣮ࢻࣂࢵࢡ࡜┬ᐹࡀ Ꮫ⏕ࡢᏛࡧ࡟㈉⊩ࡍࡿࡇ࡜ࡀ᫂ࡽ࠿࡟࡞ࡗ࡚࠸ࡿࠋ

Our general conclusion is that the feedback by the researcher/teacher and the reflection moments contributed to the development of the students in terms of participation and elaboration. (p. 159)

ࡲࡓࠊ୰ᓥ࣭஭ୖ(2015)ࡣ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࡟

࠾ࡅࡿᏛ⩦ࣉࣟࢭࢫࡢྍど໬࡟ࡘ࠸࡚ࠊ௨ୗࡢࡼ

࠺࡟ᣦ᦬ࡍࡿࠋ

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆྲྀࡾධࢀࡓᤵᴗ࡛

ࡣࠊᩍဨࡀࡍ࡭࡚ࡢᏛ⏕ࡢᏛ⩦≧ἣࢆほᐹࡋࠊ 㐺᫬࡟㐺ษ࡞ࣇ࢕࣮ࢻࣂࢵࢡࢆ୚࠼ࡿࡇ࡜

ࡣ㞴ࡋ࠸ሙྜࡀ࠶ࡾࡲࡍࠋࡑࡢࡓࡵࠊᏛ⏕ࡢ Ꮫ⩦άືࢆグ㘓ࡍࡿࡼ࠺࡟ࡋࡲࡍࠋᏛ⩦ࡢࣉ

ࣟࢭࢫࢆྍど໬ࡍࡿࡇ࡜࡛ࠊ஦ᚋࡢࣇ࢕࣮ࢻ

ࣂࢵࢡࡸᏛ⏕ྠኈࡢࣇ࢕࣮ࢻࣂࢵࢡࢆᐜ᫆

࡟ࡋࡲࡍࠋ(p. 54)

ࡇࡢࡼ࠺࡟ࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࡛ࡣࠊࡑࡢᏛ ࡧࡢ୍⎔࡜ࡋ࡚ࠊᏛ⩦άືࡢ᣺ࡾ㏉ࡾࢆྲྀࡾධࢀ

ࡓ ᤵ ᴗ ࡀ ᒎ 㛤 ࡉ ࢀ ࡿ ࡇ ࡜ ࡀ ࠶ ࡿ(୰ ஭, 2015b, p.35; ᅵᣢ, 2015a, p.51; ⡿ᕝ, 2015, p.86)ࠋᏛ⩦

ࡢ᣺ࡾ㏉ࡾࡣࠊᩍဨࡸᏛ⏕ᮏேࠊᏛ⏕ྠኈ࡛⾜ࢃ

ࢀᚓࡿࡀࠊࣅࢹ࣓࢜࢝ࣛࢆ฼⏝ࡋ࡚⾜࠺ࡇ࡜ࡶྍ

⬟࡛࠶ࡿࠋࡲࡓࠊάືࡢグ㘓ࡔࡅ࡛࡞ࡃࠊⓎ⾲➼ࡢ

ࣜࣁ࣮ࢧࣝࡸࠊື⏬సᡂ➼ࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥ

ࢢάື⮬య࡛ࡢ฼⏝ࠊᡂ⦼ホ౯ࡢࡓࡵࡢグ㘓ࠊᩍ ဨࡢᤵᴗᥦ౪᪉ἲࡢぢ┤ࡋ➼ࡢ┠ⓗ࡟ࡶ౑⏝ࡉࢀ

ᚓࡿࠋື⏬ࢹ࣮ࢱࡢඹ᭷ࡀᡂࡉࢀࡿሙྜ࡟ࡣࠊⴭ

సᶒࡸ⫝̸ീᶒ࣭ࣉࣛ࢖ࣂࢩ࣮࡬ࡢ⣽ᚰࡢ㓄៖ࡀ࡞

ࡉࢀࡿࠋ

4.8 ᩍᐊ✵㛫

஭ୖ(2015)࡟ࡼࢀࡤࠊࠕᤵᴗ୰ࡣࠊಶேࡸࢢ࣮ࣝ

ࣉࡢసᴗ≧ἣࢆᢕᥱࡍࡿࡓࡵ࡟ࡶࠊᩍဨࡣᩍᐊෆ

ࢆ࡛ࡁࡿࡔࡅ㢖⦾࡟Ṍࡁᅇࡿࡇ࡜ࡀồࡵࡽࢀࠊ…

ࡑ࠺ࡍࡿࡇ࡜࡛ࠊၥ㢟ࡀ⏕ࡌ࡚࠸ࡿࢢ࣮ࣝࣉ࡟ᑐ ᛂࠖࡍࡿࡇ࡜ࡀྍ⬟࡜࡞ࡿ(p. 153)ࠋࡲࡓࠊᅵᣢ (2015b)ࡀࠕᩍᐊࡣᏛ⏕࡟࡜ࡗ࡚⮬⏤࡟ືࡁᅇࢀࡿ

ࠕࢫ࣮࣌ࢫ㸦✵㛫㸧࡛ࠖ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠖ࡜ゝཬ ࡍࡿࡼ࠺࡟ࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗ࡛ࡣࠊ ᩍဨࡔࡅ࡛࡞ࡃᏛ⏕ࡢືࡁࡶ᝿ᐃࡉࢀࡿ(p. 115)ࠋ ᮏᏛࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ࡛ࡶࠊᩍဨࡸᏛ

⏕ࡢືࡁࡸᮘ᳔࣭Ꮚࡢ㓄⨨᥮࠼ࡀ⪃៖ࡉࢀࠊ༑ศ࡞

ࢫ࣮࣌ࢫࢆ☜ಖࡍࡿࡇ࡜ࡀヨࡳࡽࢀ࡚࠸ࡿࠋ ᅵᣢ(2015b)࡟ࡼࢀࡤࠊࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࣭

ࢫ࣮࣌ࢫࢆ⪃࠼ࡿ࡟ࡣࠊ࣏ࢪࢸ࢕ࣈ࡞࢖࣓࣮ࢪ࡙ࡃ

ࡾࡀᚲせ࡛࠶ࡿࠋ…❆ࡀ࠶ࡾࠊ᫂ࡿ࠸㞺ᅖẼࡢሙᡤ ࡀᮃࡲࡋ࠸ࠖ(p. 114)ࠋᮏᏛࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥ

ࢢᩍᐊࡢ 1 ഃቨࡣ࣍࣡࢖ࢺ࣮࣎ࢻࡀ୍㠃࡟࡜ࡾ௜

ࡅ࡚࠶ࡿࡀࠊࡶ࠺୍᪉ࡢഃ㠃࡛ࡣ୍㠃ࡀ❆࡜࡞ࡾࠊ 㛤࠿ࢀࡓࢫ࣮࣌ࢫ࡜࡞ࡗ࡚࠸ࡿࠋࡲࡓࠊ㐽ගࢆᚲせ

࡜ࡍࡿάືࢆ⾜࠺㝿࡟ࡣ࣮࢝ࢸࣥࡀ⏝࠸ࡽࢀࡿࡀࠊ

㐽ග 99.9%ࡢ࣮࢝ࢸࣥࡣⷧ㟷Ⰽ࡛᫂ࡿ࠸✵㛫ࢆస

ࡾฟࡍࡇ࡜ࡀ⪃࠼ࡽࢀ࡚࠸ࡿࠋ

ྂ࠸ᩍᐊ࡛࠶ࡗࡓ✵㛫ࡣࠊቨ࣭ࢻ࢔ࡀ᪂ࡋࡃⓑࡃ ሬࡾ᭰࠼ࡽࢀࠊᗋࡢ࣮࢝࣌ࢵࢺࡀྲྀࡾ᥮࠼ࡽࢀࡓࠋ ࢻ࢔࡟ࡣ኱ࡁ࡞❆ࡀ࠶ࡾࠊ❆࡟࡜ࡾ௜ࡅࡽࢀࡓࢫࢡ

࣮࣮ࣟࣝ࢝ࢸࣥࢆ㛤ࡃ࡜ࠊᗯୗ࡜ᑐ㠃ࡍࡿ㛤࠿ࢀࡓ

✵㛫࡜࡞ࡿࠋࢻ࢔ࡢࢫࢡ࣮࣮ࣟࣝ࢝ࢸࣥࡣ❆ࡢ࣮࢝

ࢸࣥ࡜ྠⰍ࡛ࠊ᫂ࡿ࠸✵㛫ࡀពᅗࡉࢀ࡚࠸ࡿࠋ

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗ࡛ࡣࠊࠕ↓⥺LANࢆ

ᩚഛࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊࣃࢯࢥࣥࡸࢱࣈࣞࢵࢺࢆ౑

࠸ࠊ࢖ࣥࢱ࣮ࢿࢵࢺ࡟᥋⥆ࡋ࡞ࡀࡽᤵᴗࢆ㐍ࡵࡿࡇ

࡜ࡶ࡛ࠖࡁࡿ (୰஭, 2015b, p. 18)ࠋᮏᏛࡢ࢔ࢡࢸ࢕

ࣈ࣮ࣛࢽࣥࢢᩍᐊෆ࡟ࡶࠊ኱Ꮫ඲య࡛⤫୍ⓗ࡟౑⏝

ࡉࢀ࡚࠸ࡿ↓⥺LANࡢ࢔ࢡࢭࢫ࣏࢖ࣥࢺࡀタ⨨ࡉ

(12)

ࢀࠊ⤫ྜㄆドࢩࢫࢸ࣒࡟ࡼࡗ࡚ྛᩍ⫋ဨ࡜ྛᏛ⏕࡟

๭ࡾᙜ࡚ࡽࢀ࡚࠸ࡿID࡜ࣃࢫ࣮࣡ࢻࢆධຊࡍࡿࡇ

࡜࡟ࡼࡗ࡚↓⥺ LAN ࡢ౑⏝ࡀྍ⬟࡜࡞ࡗ࡚࠸ࡿࠋ

࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡣࠊᩍᐊࢆฟࡿ࡜ࠊᗯ

ୗࢆᣳࡳࠊ࢞ࣛࢫᙇࡾࡢ࣮ࣛࢽࣥࢢࢥࣔࣥࢬ࡜ᑐ㠃 ࡋ࡚࠸ࡿࠋᤵᴗ๓ࡸᤵᴗᚋ࡟Ꮫ⩦ࢆ⥅⥆ࡋ࡚⾜࠸ࡓ

࠸ሙྜ࡟ࡶά⏝ࡉࢀᚓࡿࡇ࡜ࡀぢ㎸ࡲࢀࠊᏛ⩦ࡢ㐃

⥆ᛶࡀᮇᚅࡉࢀ࡚࠸ࡿࠋᅗ15ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽ

ࣥࢢᩍᐊ࠿ࡽぢ࠼ࡿ࣮ࣛࢽࣥࢢࢥࣔࣥࢬࡢ෗┿࡛࠶

ࡿࠋ

ᅗ15 ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ࠿ࡽぢ࠼ࡿ

࣮ࣛࢽࣥࢢࢥࣔࣥࢬ

ᅗ16ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ๓ࡢ࣮ࣛࢽ

ࣥࢢࢥࣔࣥࢬ(ᗯୗഃ)ࡢ෗┿࡛࠶ࡿࠋ

ᅗ16 ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ๓ࡢ

࣮ࣛࢽࣥࢢࢥࣔࣥࢬ (ᗯୗഃ) ᅗ17ࡣࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ๓ࡢ࣮ࣛࢽ

ࣥࢢࢥࣔࣥࢬ(❆ഃ)ࡢ෗┿࡛࠶ࡿࠋ

ᅗ17 ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊ๓ࡢ

࣮ࣛࢽࣥࢢࢥࣔࣥࢬ (❆ഃ) 55. ࠾ࢃࡾ࡟

ᮏ✏࡛ࡣࠊ㟼ᒸ኱Ꮫ㟼ᒸ࢟ࣕࣥࣃࢫ࡟ 2015 ᖺ ᗘ࡟᏶ᡂࡋࡓ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࢆグ㏙ࡋ ࡓࠋ⾲ 1ࡣࠊᩍᐊࢆᵓᡂࡍࡿொჾࡸᶵჾࢆࡲ࡜ࡵ

ࡓࡶࡢ࡛࠶ࡿࠋ

⾲1 ᮏᏛࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࢆᵓᡂ

ࡍࡿொჾ࣭ᶵჾ࡜ࡑࡢಶᩘ

(ಶ)

㻞㻜㻠 ᐊ 㻟㻜㻡 ᐊ

ᮘ 㻠㻜㻟㻢

᳔Ꮚ 㻠㻜㻟㻢

Ꮫ⏕⏝ 㻼㻯㻠㻝㻟㻣

㼕㻼㼍㼐㻣㻢

඘㟁ಖ⟶ᗜ 㻟㻟

䝩䝽䜲䝖䝪䞊䝗㻟㻟

▷↔Ⅼ䝥䝻䝆䜵䜽䝍䞊㻢㻡

䝍䝑䝏䝟䝛䝹ไᚚ䝅䝇䝔䝮㻝㻝

ㅮ₇ྎ㻔ᩍቭ㻕㻝㻝

ᩍဨ⏝᧯స༟ 㻝㻝

ᩍဨ⏝ 㻼㻯㻝㻝

᭩⏬䜹䝯䝷㻝㻝

㻰㼂㻰䞉䝤䝹䞊䝺䜲䝥䝺䜲䝲䞊㻝㻝

䝝䞁䝗ᆺ䝽䜲䝲䝺䝇䝬䜲䜽㻝㻝

䝢䞁ᆺ䝽䜲䝲䝺䝇䝬䜲䜽㻝㻝

䝺䞊䝄䞊䝫䜲䞁䝍䞊㻢㻡

䝡䝕䜸䜹䝯䝷㻣㻡

୕⬮➼䝡䝕䜸䜹䝯䝷௜㝶ရ 㻣㻡

䝇䝢䞊䜹䞊㻞㻞

᧯స䝬䝙䝳䜰䝹㻝㻝

(13)

௒ᚋࡣࠊኳ㔝࣭ᒣᮏ࣭⸨᳃࣭ᯇ㔝(2016)ࡢࡼ࠺࡟ࠊ ᮏᩍᐊࡀᐇ㝿࡟Ꮫ⩦࡟ຠᯝࡀ࠶ࡿࡢ࠿ࠊ࡝ࡢࡼ࠺

࡞άືࢆᐇ㝿࡟⾜࠸ࡸࡍࡃࡋ࡚࠸ࡿࡢ࠿ࠊ࡝ࡢࡼ

࠺࡞ຊࢆ㌟࡟ࡘࡅࡿࡢ࡟ຠᯝࡀ࠶ࡿࡢ࠿➼ࢆ᫂ࡽ

࠿࡟ࡍࡿࡇ࡜ࡀᮃࡲࢀࡿࠋBaepler and Walker (2014)ࡶᣦ᦬ࡍࡿࡼ࠺࡟ࠊᩍᐊࡀᩚഛࡉࢀࡓ࠿ࡽ

࡜࠸ࡗ࡚⮬ືⓗ࡟࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺᤵᴗࡀ

࠺ࡲࡃ࠸ࡃࢃࡅ࡛ࡣ࡞࠸ࠋ

The ALCs, however, are not a magical solution; they must be used well in order to bring about their good effects… (p.38)

ᐇドⓗ࡞ㄪᰝࢆ㏻ࡋ࡚ࠊ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᆺ

ᤵᴗ࡟㐺ࡋࡓ⎔ቃࢆ᫂ࡽ࠿࡟ࡍࡿࡇ࡜࡜୪⾜ࡋࠊ సࡽࢀࡓ᪤Ꮡࡢᩍᐊࢆᑐ㇟࡟ࠊࠕᩍဨࡀຠᯝⓗ࡟࢔

ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆ⤌ࡳ㎸ࡴࡓࡵࠖࡢࠕᩍᐊ⎔

ቃ࡟㐺ࡋࡓ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࡢᢏἲࠖࢆ᳨ウ ࡋࠊᩍဨࡢᩍᤵᢏ⾡ࡸᏛ⩦ᨭ᥼ᢏ⾡ࢆ⇍㐩ࡉࡏࡿ

ࡇ࡜ࡀᮃࡲࢀࡿ (ᑠᯘ, 2015, p. 72)ࠋ

ὀ

* ᮏ✏ࡢ୍㒊ࡣ௨ୗ࡟ᇶ࡙ࡃࡶࡢ࡛࠶ࡿࠋ

ᯇ㔝࿴Ꮚ(2015)ࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢᑐᛂᩍ ᐊࡢ᏶ᡂࠖࠗ㟼ᒸ኱Ꮫ ኱Ꮫᩍ⫱ࢭࣥࢱ࣮ ࢽ࣮ࣗ

ࢫࣞࢱ࣮࠘http://web.hedc.shizuoka.ac.jp/?p=

2634 (2016ᖺ2᭶3᪥⌧ᅾ)

1) ᮏᏛࡣࠊ㟼ᒸ࢟ࣕࣥࣃࢫ࡜὾ᯇ࢟ࣕࣥࣃࢫ࡜࠸

࠺ 2 ࡘ࢟ࣕࣥࣃࢫ࠿ࡽᵓᡂࡉࢀࡿࡀࠊᮏ✏࡛

ࡣ㟼ᒸ࢟ࣕࣥࣃࢫࡢᩍᐊࡢࡳࢆᑐ㇟࡜ࡍࡿ(὾

ᯇ࢟ࣕࣥࣃࢫ࡟࠾ࡅࡿᩍᐊࡣኳ㔝࣭ᒣᮏ࣭⸨᳃࣭

ᯇ㔝(2016)ࢆཧ↷)ࠋ

2) ࣂࢵࢸࣜ㥑ື᫬㛫ࡣࠊ13 ᫬㛫௨ୖ࡜࡞ࡗ࡚࠸

ࡿࠋ

3) ⎔ቃ᚟ඖࢯࣇࢺ࢙࢘࢔ࡣࠊ⎔ቃ᚟ඖࡢ᭷ຠ㸭↓

ຠࡢษࡾ᭰࠼ᶵ⬟ࢆ᭷ࡋ࡚࠸ࡿࠋᮏᶵ⬟࡛ࡣࠊ ᪂つࡢ࢔ࣉࣜࢣ࣮ࢩࣙࣥࢆᑟධࡋࡓ࠸ሙྜࠊࡑ ࡢ࢔ࣉࣜࢣ࣮ࢩࣙࣥࢆ཯ᫎࡋࡓ⎔ቃࡀ᚟ඖࡉ

ࢀࡿࡼ࠺࡟෌タᐃࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋࡲࡓࠊ࢘

࢕ࣝࢫᑐ⟇ࢯࣇࢺ࢙࢘࢔➼ࡢ᭦᪂࡟ࡘ࠸࡚ࡶ

ྠᵝ࡛࠶ࡿࠋ

4) ࣉࣟࢪ࢙ࢡࢱ࣮ࡢ㍤ᗘࡣ 3,000lm ௨ୖࠊࢥࣥ

ࢺࣛࢫࢺ8000:1௨ୖࠊ㦁㡢ࡣ࢚ࢥ࣮ࣔࢻ᫬࡛

33db௨ୗ࡛࠶ࡿࠋ

5) ࢫࣆ࣮࣮࢝ࡣᩍᐊࡢ๓ୖ᪉࡟タ⨨ࡉࢀࠊ࣐࢖

ࢡࡸ DVD࣭ࣈ࣮ࣝࣞ࢖ࣉࣞ࢖࣮ࣖࠊPC ࠿ࡽ

ࡢ㡢ኌࢆᣑᙇࡍࡿࠋ

ㅰ ㅰ㎡

ᩍᐊࡢᨵ⿦࡟࠶ࡓࡾࠊᮏᏛࡢᅜ㝿஺ὶㄢᑓ㛛ဨࡢ ዟ⏣ὈᬛẶࠊᩍົㄢ⥲ົಀࡢ∦℩⥤ᏊẶ࡟࠾ୡヰ

࡟࡞ࡾࡲࡋࡓࠋࡲࡓࠊ⌧ᅾࠊᮏᏛࡢ࢔ࢡࢸ࢕ࣈ࣮ࣛ

ࢽࣥࢢᩍᐊࢆ㐠Ⴀ⟶⌮࣭฼⏝ࡋࠊࡼࡾⰋ࠸Ꮫ⩦⎔

ቃ࡙ࡃࡾࡸ㐠Ⴀయไ࡙ࡃࡾ࡟ඹ࡟ዧ㜚ࡋ࡚࠸ࡿ኱

Ꮫᩍ⫱ࢭࣥࢱ࣮ᩍဨࡢᒣᮏዲẚྂẶࠊ⸨᳃ᩔஅẶࠊ ኳ㔝ಟ୍Ặ࡟ឤㅰ࠸ࡓࡋࡲࡍࠋ

ཧ⪃ᩥ⊩

ኳ㔝ಟ୍࣭ᒣᮏዲẚ࣭ྂ⸨᳃ᩔஅ࣭ᯇ㔝࿴Ꮚ (༳ๅ

୰)ࠕࣉࣟࢪ࢙ࢡࢺᆺⱥㄒᤵᴗ࡟࠾ࡅࡿ࢔ࢡࢸ

࢕ࣈ࣮ࣛࢽࣥࢢᩍᐊࡢά⏝ࠖ㟼ᒸ኱Ꮫ⫱◊✲,

➨12ྕ

᪂஭࿴ᗈ࣭ᆏ಴ᮥ௓ (2013)ࠗ࢔࢝ࢹ࣑ࢵࢡ࣭ࢫ࢟

ࣝࢬ ࢢ࣮ࣝࣉᏛ⩦ධ㛛 Ꮫࡧ࠶࠺ሙ࡙ࡃࡾࡢ ᢏἲ࠘៞᠕⩏ሿ኱Ꮫᩍ㣴◊✲ࢭࣥࢱ࣮

஭ୖྐᏊ (2015)ࠕ኱ேᩘᤵᴗ࡟࠾ࡅࡿᐇ㊶ࠖ(୰஭

ಇᶞ (⦅)ࠗࢩ࣮ࣜࢬ ኱Ꮫࡢᩍᤵἲ3 ࢔ࢡࢸ࢕

ࣈ࣮ࣛࢽࣥࢢ࠘pp. 151-159, ⋢ᕝ኱Ꮫฟ∧㒊)

ຍ⸨᫂ (2015)ࠕ࢔ࢡࢸ࢕ࣈ࣭࣮ࣛࢽࣥࢢ࡟ࡼࡿゝ

ㄒຊࡢ⫱ᡂࠖ(ே㛫ᩍ⫱◊✲༠㆟఍(⦅)[Ლ⏣ཿ

୍ ㈐௵⦅㞟]ࠗ࢔ࢡࢸ࢕ࣈ࣭࣮ࣛࢽࣥࢢ࡜ࡣఱ

࠿࠘pp. 16-25, 㔠Ꮚ᭩ᡣ)

ᑠᯘᛅ㈨ (2015)ࠕึᅇࡢᤵᴗ࡛Ꮫ⏕ࢆᕳࡁ㎸ࡴࠖ

(୰஭ಇᶞ (⦅)ࠗࢩ࣮ࣜࢬ ኱Ꮫࡢᩍᤵἲ 3 ࢔

ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࠘pp. 64-73, ⋢ᕝ኱Ꮫฟ∧

㒊)

୰ኸᩍ⫱ᑂ㆟఍ (2012)ࠕ᪂ࡓ࡞ᮍ᮶ࢆ⠏ࡃࡓࡵࡢ

኱Ꮫᩍ⫱ࡢ㉁ⓗ㌿᥮࡟ྥࡅ࡚ 㹼⏕ᾭᏛࡧ⥆

(14)

ࡅࠊ୺యⓗ࡟⪃࠼ࡿຊࢆ⫱ᡂࡍࡿ኱Ꮫ࡬㹼 (⟅

⏦)ࠖ

http://www.mext.go.jp/component/b_menu/sh ingi/toushin/__icsFiles/afieldfile/2012/10/04/

1325048_1.pdf (2016ᖺ1᭶31᪥⌧ᅾ)

୰ኸᩍ⫱ᑂ㆟఍ (2012)ࠕ⏝ㄒ㞟ࠖ

http://www.mext.go.jp/component/b_menu/sh ingi/toushin/__icsFiles/afieldfile/2012/10/04/

1325048_3.pdf (2016ᖺ1᭶31᪥⌧ᅾ) ᅵᣢࢤ࣮࣮ࣜἲ୍ (2015a)ࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥ

ࢢࢆຍ㏿ࡉࡏࡿࠖࠗ୺యⓗ࡞Ꮫࡧ ࢔ࢡࢸ࢕ࣈࣛ

࣮ࢽࣥࢢ࡜࣏࣮ࢺࣇ࢛ࣜ࢜࠘➨3ྕ, 48-71 ᅵᣢࢤ࣮࣮ࣜἲ୍ (2015b)ࠕICEࣔࢹࣝ࡜࢔ࢡࢸ

࢕ࣈ࣮ࣛࢽࣥࢢࠖࠗ୺యⓗ࡞Ꮫࡧ ࢔ࢡࢸ࢕ࣈࣛ

࣮ࢽࣥࢢ࡜࣏࣮ࢺࣇ࢛ࣜ࢜࠘➨3ྕ, 113-130

୰஭ಇᶞ (2015a)ࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆ⌮ゎ

ࡍࡿࠖ(୰஭ಇᶞ (⦅)ࠗࢩ࣮ࣜࢬ ኱Ꮫࡢᩍᤵἲ

3 ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࠘pp. 2-10, ⋢ᕝ኱Ꮫ ฟ∧㒊)

୰஭ಇᶞ (2015b)ࠕ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࡢㄢ㢟

ࢆ⌮ゎࡍࡿࠖ(୰஭ಇᶞ (⦅)ࠗࢩ࣮ࣜࢬ ኱Ꮫࡢ ᩍᤵἲ 3 ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࠘ pp. 11-19,

⋢ᕝ኱Ꮫฟ∧㒊)

୰ᓥⱥ༤࣭஭ୖྐᏊ (2015)ࠕᏛ⩦ᡂᯝࢆホ౯ࡍࡿࠖ

(୰஭ಇᶞ (⦅)ࠗࢩ࣮ࣜࢬ ኱Ꮫࡢᩍᤵἲ 3 ࢔

ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࠘pp. 50-61, ⋢ᕝ኱Ꮫฟ∧

㒊)

ཎ⏣ಙஅ (2014) ࠕ༠ྠࡢᏛࡧ࡛⫱ᡂࡍࡿࢥࣥࣆ

ࢸࣥࢩ࣮࡜ຠᯝ࡟㛵ࡍࡿ◊✲ : ỗ⏝ⓗ⬟ຊ࡜

ࡋ࡚ࡢ♫఍ࢥࣥࣆࢸࣥࢩ࣮ࡢホ౯ࡢࡓࡵ࡟ࠖே

㛫ᩥ໬◊✲, 22, pp. 107 - 125

⚟ᓥ⚈⾜ (2015)ࠕ༠ാᏛ⩦࡟࠾ࡅࡿࠕᏛ⩦⪅ࠖࡢ

ᵓ⠏ ̿ࣇࣛࣥࢫㄒึಟ⪅ࡢ┦஫⾜Ⅽศᯒ࠿ࡽ

̿ࠖேᩥ◊✲኱㜰ᕷ❧኱Ꮫ኱Ꮫ㝔ᩥᏛ◊✲⛉⣖

せ, ➨66ᕳ, pp. 153-171

⁁ୖៅ୍ (2014)ࠗ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢ࡜ᩍᤵᏛ

⩦ࣃࣛࢲ࢖࣒ࡢ㌿᥮࠘ᮾಙᇽ

⡿ᕝ㞞ኈ (2015)ࠕ኱Ꮫ࡛ࡢࣉࣟࢪ࢙ࢡࢺ࣭࣮࣋ࢫ

ࢻ࣭࣮ࣛࢽࣥࢢࠖ(ே㛫ᩍ⫱◊✲༠㆟఍(⦅)[Ლ⏣

ཿ୍ ㈐௵⦅㞟]ࠗ࢔ࢡࢸ࢕ࣈ࣭࣮ࣛࢽࣥࢢ࡜ࡣ ఱ࠿࠘pp. 81-92, 㔠Ꮚ᭩ᡣ)

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雑誌名 静岡大学教育研究

アクティブラーニング型授業の効果的な提供を意図 した教室構築の試み

著者 松野 和子