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  1. 教育学部
  2. 教育学論集
  3. 第65号

創価大学におけるTBL導入の試み

http://hdl.handle.net/10911/4319
http://hdl.handle.net/10911/4319
b07fb294-5be8-465a-a2fa-2249b5eb21a1
名前 / ファイル ライセンス アクション
kyoikugakuronsyu0_65_6.pdf kyoikugakuronsyu0_65_6.pdf (3.3 MB)
license.icon
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2016-02-22
タイトル
タイトル 創価大学におけるTBL導入の試み
言語 ja
タイトル
タイトル A Pilot Case Report for Implementing Team-Based Learning at Soaka University
言語 en
言語
言語 jpn
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 関田, 一彦

× 関田, 一彦

ja 関田, 一彦

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山中, 馨

× 山中, 馨

ja 山中, 馨

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SEKITA, Kazuhiko

× SEKITA, Kazuhiko

en SEKITA, Kazuhiko

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YAMANAKA, Kaoru

× YAMANAKA, Kaoru

en YAMANAKA, Kaoru

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内容記述タイプ Abstract
内容記述 This paper involves identifying implications and suggestions for effectively implementing Team-Based Learning (TBL) in a higher education context. TBL, an instructional strategy designed to enhance students' learning experiences by having them tackle with problems to which knowledge acquired can be applied. In a classroom implementing a TBL approach, students experience a structured learning sequence that consists of readiness assurance processes that occur at both individual and group levels, followed by appeals and mini-lecture. TBL encourages students to be held accountable for doing preliminary reading and attending class prepared to participate in such processes. The first author, who hopes that TBL can be a transformative teaching method that develops self-directed |earners, examines his attempt to use TBL in his undergraduate business administration classroom,assessing its effectiveness through student and teacher perspectives. He has found that TBL is a challenging cognitive process for students who have long recognized that learning is something provided by the teacher, not something that they could achieve on their own initiative. The second author, who has been incorporating diverse cooperative learning techniques analyzes the findings presented by the first author, and simultaneously conceptualizes a framework for building a more effective learning environment for successful implementation of TBL. In short, the authors argue the importance of assuring well-planned instructional sequence for fostering students' self-directed learning habits throughout a four-year undergraduate curriculum at Soka University.
言語 en
書誌情報 教育学論集

号 65, p. 83-109, 発行日 2014-02-16
出版者
出版者 創価大学教育学部・教職大学院
ISSN
収録物識別子タイプ PISSN
収録物識別子 03855031
書誌レコードID
収録物識別子タイプ NCID
収録物識別子 AA1238438X
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
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