Basic Structure Which Encourages Students' Active Learning in Lecture : Practice in Social Work Courses

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  • 講義科目でアクティブ・ラーニングを可能にする基本構造 : 社会福祉専門職教育関連科目における実践から
  • コウギ カモク デ アクティブ ラーニング オ カノウ ニ スル キホン コウゾウ シャカイ フクシ センモンショク キョウイク カンレン カモク ニ オケル ジッセン カラ

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社会福祉関連講義科目の教授法の改善として,1年次必修科目「老人福祉論」,「障害者福祉論」の2科目で,課題や試験の評価方法を明記した「ルーブリック」と,毎回の課題として講義ポイントを学生が記入する「ワークシート」を導入した授業デザインを実施した。獲得が期待される行動は「学習習慣の定着」である。2ヶ月間試行後の中間評価として,出席率,ワークシート提出率,ワークシート評価を分析したところ,(1)学生の授業への取り組みが真剣になり,ノートの取り方が向上した, (2)途中まではいい加減に参加していた学生も,小テストの結果やルーブリックの厳密性を認識するにつれて真剣な学習者に変化した,(3)初年次で教員の要求水準を明確に示すことの重要性を明らかにした,という結果を得ることができた。

In this article teaching lecture courses utilizing structured assessment for learning is introduced, which is proved effective to make students participate more actively in lecture. Our practice includes using rubrics to show clear expectations and evaluation criteria, assigning the students to work on a guided worksheet for every class, and giving feedback on their work on the sheet every week. The data was collected from the students enrolled in two required, lecture-based courses: "Welfare for the Elderly" and "Welfare for the People with Disability". The following results were observed: 1)Students became more focused and involved in lecture; consequently they learned to take better notes; 2)Students who were disconnected for the first few weeks became serious learners, as they recognize the expectations of the courses and rigid assessment, by receiving feedback on their tests and worksheet every week; and 3)First-year students were more engaged in work and have clearer understanding of expectations than upper-class students, which emphasizes the importance of setting and showing high expectations clearly to the students in their first year.


  • 研究紀要

    研究紀要 9 13-23, 2008-03



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