| Project/Area Number |
23652118
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Japanese language education
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| Research Institution | The University of Tokushima |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
YAMAKI Asahiko 鳴門教育大学, 大学院・学校教育研究科, 教授 (20158083)
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| Research Collaborator |
YAMAKI Mariko 鳴門教育大学, 非常勤講師
KOGA Michiru 鳴門教育大学, 非常勤講師
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| Project Period (FY) |
2011 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | VTS / ビジュアル・シンキング / ストラテジー / 日本語教育 / ディスカッション / インターアクション / ファシリテーター / ビジュアル・シンキング・ストラテジー / ファシリテータ / ＶＴＳ / 美術教育 |
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| Research Abstract |
Visual Thinking Strategies (VTS) is a new concept in the art education field, and it is considered to be an effective tool to develop students’ communication skills in Japanese language. The VTS sessions and non-VTS sessions were conducted to analyze the interaction between the teachers (facilitators) and students. The students who participated in the VTS sessions gave positive reactions, but teachers raised a doubt witheffectiveness as a new teaching method. According to the analysis of the interaction in theVTS sessions, the role of the teachers was limited.
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