小学校「造形遊び」の実践例におけるねらい、規準、観点、見取りによる評価に関する言説の研究

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タイトル別名
  • A Discourse Study about Educational Aim, Criterion, Perspective, and Observational Evaluation in Practice Examples of Elementary School "Artistic Play Activities"
  • 小学校「造形遊び」の実践例におけるねらい、規準、観点、見取りによる評価に関する言説の研究 : テキストマイニングを用いた定量的分析に基づく仮説構築
  • ショウガッコウ 「 ゾウケイ アソビ 」 ノ ジッセンレイ ニ オケル ネライ 、 キジュン 、 カンテン 、 ミトリ ニ ヨル ヒョウカ ニ カンスル ゲンセツ ノ ケンキュウ : テキストマイニング オ モチイタ テイリョウテキ ブンセキ ニ モトズク カセツ コウチク
  • Hypothesis Building Based on Quantitative Analysis Using Text Mining
  • ─テキストマイニングを用いた定量的分析に基づく仮説構築─

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説明

This study aims to analyze previous studies written about evaluations of "artistic play activities" in Japanese elementary schools and build a hypothesis about educational aim, criterion, perspective, and observational evaluation. The author used text mining application software, "KH Coder," as a method of quantitative analysis to elucidate frequencies of the words and word distribution, generate a co-occurrence network, and execute a cluster analysis. Because of this research, it became apparent that the words embedded in a new arts and crafts course, such as "material," "place," and "space," were frequently used, and aspects of creating meanings and/or values in "artistic play activities" were significantly valued in the practice examples. Teachers should inherently utilize the hypothesis based on the outcomes of cluster analysis to ensure that their linguistic representation about educational evaluation is stimulated.

収録刊行物

  • 美術教育

    美術教育 2020 (304), 38-45, 2020-03-31

    日本美術教育学会

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