リレーの発祥とルールの変遷過程に関する歴史的研究

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  • Historical study on the origins of relays and transition process of rules:
  • リレーの発祥とルールの変遷過程に関する歴史的研究 : 「学習内容の総合化」と「教材づくり」のための素材研究の試み
  • リレー ノ ハッショウ ト ルール ノ ヘンセン カテイ ニ カンスル レキシテキ ケンキュウ : 「 ガクシュウ ナイヨウ ノ ソウゴウカ 」 ト 「 キョウザイズクリ 」 ノ タメ ノ ソザイ ケンキュウ ノ ココロミ
  • Attempt of material research for "comprehension of learning content" and "teaching material creation"
  • ―「学習内容の総合化」と「教材づくり」のための素材研究の試み―

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In this research, focusing on the birth of relay, focusing on the transition process of rules, we will clarify new perspectives of “comprehension of learning contents” and “teaching material creation” in relay learning.<br> 　Traditionally, relay learning has been conducted mainly for the purpose / learning contents of “pursuit of record” and “acquisition of baton pass technique”, and the elements and the entire rule (mainly, run It is conceived that a lesson targeting the “consensus building process” itself for “what competition is to be done”, and the competition format such as the distance, the setting of the position / length of the zone, the number of runners, etc.). It becomes possible to acquire “contents of learning” including “cultural comprehensiveness” within it, and the possibility of developing more rich relay learning opens. It is possible to conceive a lesson that reflects the diversity of relays in the competition format, the process of forming the competition itself (= consensus building process) as “learning content”. In tackling learning tasks such as “how much distance, how many people connect”, “how to set travel distance per person” “what to take over” “how to hand over” I think that you can master the original pleasures inherent in culture.

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