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小学校中学年のムーブメント教育における学習者の形成概念 — ツリー法を中心として —
https://doi.org/10.20569/00005175
https://doi.org/10.20569/00005175537c5cb2-166d-42f4-8695-ea450875b3f3
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kbk75(87) (929.0 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2020-10-09 | |||||||||
| タイトル | ||||||||||
| タイトル | 小学校中学年のムーブメント教育における学習者の形成概念 — ツリー法を中心として — | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | Students’ conception in learning movement education model:An analysis through tree method. | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | students’ conception | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | movement education | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | tree method | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Laban | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | elementary physical education | |||||||||
| 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 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.20569/00005175 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 作成者 |
松本, 奈緒
× 松本, 奈緒
× MATSUMOTO, Naho
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| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | The purpose of this study was to grasp actual state of learner’s conception in movement education, educational gymnastics units using ‘tree method ’at elementary school physical education. Subjects were 61 (boys 29, girls 31) 3rd and 4th grade students, as method ‘tree method’ was used in which students write free word in blank square, respond to open question ‘What did recognize and learn in this physical education lesson?. And it was taken after every class. Those date was analyzed content by one specialists, who was sports pedagogy researcher working at university, to make theme. As total 4538 description was emerged, as theme ‘body・ movement’ (73.4%), ’space’ (15.7%),’time’ (7.4%),’equipment (1.0%),’relationship’ (1.0%),’quality(1.0%)’was emerged. In ‘body・movement’, there were words about variation of movement, and learner recognized body parts. And although it was a little, there were words about body consciousness and movement principle. It was consider those would transfer to gain another movement skill, it suggested be important. And It confirmed learner also recognized‘space’, ’time’, ‘quality’, that is important concept in Laban theory. | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 書誌情報 |
秋田大学教育文化学部研究紀要 教育科学 号 75, p. 87-94, 発行日 2020-03-01 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2433-4952 | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12812315 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 秋田大学教育文化学部 | |||||||||
