児玉 佳一
September, 2016
Abstract
The purpose of this article was to investigate teachers’ perspectives of designing a lesson using collaborative learning in Japanese elementary school. This article included two studies: the purpose of study 1 was to figure out teachers’ personal perspectives of lesson design, and that of study 2 was to reveal the relation between lesson study culture and lesson design principle. In Study 1, questionnaire was conducted to the teachers (N=129) about their perspectives of design for ordinary lessons, especially that using collaborative learning, and how to select activities for collaborative learning (pair, group, or whole classroom discussion). In study 2, interview asking teachers (N=14, they belong to a same elementary school which has a deep lesson study culture) about their perspectives and construction of lesson design principles. As a result, the following three points were found: (1) the teachers selected activities for collaborative learning along with unfoldment lesson regardless of aims of the lesson, (2) teachers referred to “activities” more in a lesson using collaborative learning than in ordinary lessons, and (3) the lesson study culture strongly influenced design principles.
