2022 Fiscal Year Final Research Report
Fostering English Presentation Skills for Public Junior High School Students: Designing and Evaluating a Curriculum Aligned with Standardized Textbooks
Project/Area Number |
21K20274
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Research Category |
Grant-in-Aid for Research Activity Start-up
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Allocation Type | Multi-year Fund |
Review Section |
:Education and related fields
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Research Institution | Waseda University |
Principal Investigator |
Hida Kazuki 早稲田大学, 教育・総合科学学術院, 助手 (20906698)
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Project Period (FY) |
2021-08-30 – 2023-03-31
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Keywords | 中学校英語教育 / プレゼンテーション研究 / インタラクション研究 / 協働学習 |
Outline of Final Research Achievements |
Results of this study revealed that public junior high school teachers find performance evaluation, particularly in English presentation instruction, to be challenging. As a result, it is suggested that it is necessary to utilize rubrics as a means of guiding presentation instruction and assessment procedures. Furthermore, the study suggested that collaborative learning among university students contributes to the improvement of English presentation skills. Specifically, it was observed that students not only derived problem-solving insights from textbooks and teacher lectures but also from dialogues with their group members. They were able to convert their collaborative learning experiences into personal knowledge and demonstrated a conscious effort to apply this knowledge towards enhancing their presentation skills.
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Free Research Field |
外国語教育(特に中学校英語教育)、プレゼンテーション指導、インタラクション研究、協働学習
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Academic Significance and Societal Importance of the Research Achievements |
学習指導要領の改定に伴い「話すこと」が[やりとり][発表]の二領域に細分化され、発表指導の重要性がさらに高まっている。しかしながら、中学校では主にやりとり指導が行われており、発表指導は指導時間数も不十分であり、かつ単発的に実施されていることが多く、継続した指導は充分に行われていない。こうした背景を踏まえ、公立中学教員が効果的で継続した発表指導を実施するために必要な支援を調査し、指導 効果・実用性が複数の公立中学で実証される一貫したプログラムを考案・検証することは、非常に重要な課題である。
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