| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2017-06-01 |
| タイトル |
|
|
タイトル |
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 |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
Required Knowledge for Teachers in the Contemporary Rhythmic Dance Class |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
contemporary rhythmic dance |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
pedagogical content knowledge |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
physical education teacher |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
constant comparative analysis |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
リズム系ダンス |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
授業を想定した教科内容の知識 |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
保健体育科教師 |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
継続的比較分析 |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 著者 |
安倍, 健太郎
大西, 祐司
住本, 純
|
| 書誌情報 |
研究紀要 ＝ Bulletin of Biwako Seikei Sport College
号 14,
p. 61-71,
発行日 2017-03-15
|
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
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. Regarding area of instruction methods, he had concepts about specific instruction methods and making learning environment better both before and after the instruction. 4. Regarding knowledge of interaction between instructional contents and students, before the lessons, he gained better a better understanding of the instructional contents by sharing them with students. On the other hand, after the lessons, he evaluated the instructional contents from the viewpoint of students’ educational achievements. 5. Regarding knowledge of interaction between students and teaching methods, before the lessons, he had some positive knowledge of planning goals and contents according to the learner’s character. After the lessons, however, he felt some difficulty in giving specific or affirmative feedback to the learners. Also, he felt some difficulty in instruction of group learning both before and after the lessons. 6. Regarding knowledge area of 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 the lessons, he talked from the learners’ standpoint. On the other hand, however, in the latter half of the lessons, he talked from the viewpoint of learning contents. |
| 出版者 |
|
|
出版者 |
びわこ成蹊スポーツ大学 |
| ISSN |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
1348-9399 |
| NCID |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AA1191547X |
| 著者版フラグ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
紀要14号 061-071 安倍.pdf (777.3 kB)
