授業デザインがワーキングメモリの小さい生徒の授業態度に及ぼす影響： 先行学習を取り入れた授業に焦点を当てて (Japanese)

Effects of Instructional Design on Behavior of Students with Poor Working Memory. (English)

In this study, we examined the relationship between the instructional design of a science class in junior high school and the behavior of students in that class who had poor working memory. Three children with poor working memory and two with average working memory were selected from each of two classes and were observed in science and social science classes. One of the science classes was designed in a way that a summary of the subject matter was introduced by the teacher before the class began. The students were required to copy the contents of blackboard into their notebooks while the teacher wrote. The other science class was designed in the usual manner, in which the same teacher first posed a question to the students at first and helped them deduce the solution. In the experimental condition, it was found that students with poor working memory participated in the class activities to the same extent as students with average working memory. It was suggested that when knowledge was presented before the lesson, students with poor working memory could better understand the function of the lesson activities, which improved their participation in class. [ABSTRACT FROM AUTHOR]

本研究では，中学校の生徒を対象として，通常の理科の授業と，先行学習の特徴を取り入れた新しい 理科の授業を比較することで，授業デザインがワーキングメモリ（WM）の小さい生徒の授業態度に及 ぼす影響について検討した。WM の小さい生徒 3 名と平均的な生徒 2 名を各クラスで選出し，授業中 の態度を観察した。新しい授業デザインでは，先行学習を参考として，授業冒頭での要点（まとめ）の 教示，生徒自身が授業内容の理解度を評定する“自己評価”，要点（まとめ）の知識を深める“活用課 題”，そして，教師と生徒との同時視写作業である“共書き”を実施した。その結果，WM の平均的な 生徒は，授業デザインに関係なく，一貫して授業への参加が高かった一方で，WM の小さい生徒は， 新しいデザインでの授業の方が，授業への参加が高かった。本研究を通して，WM の小さい生徒に限 らず，すべての生徒が授業に積極的に参加するうえで，先行学習の特徴を取り入れた授業デザインが効 果的に働くことを明らかにしたことで，授業全体に着目した学習支援方略を提示することが出来た。 [ABSTRACT FROM AUTHOR]

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