Mendeley出力
＜紀要論文＞
教育実践におけるデータと「子どもをとらえること」についての基礎的考察
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| 概要 | In order to enhance “personalized learning” and “collaborative learning” as indicated in the report of the Central Council for Education, the question arises as to how educators should understand each... individual child with his or her diverse characteristics. And the standpoint of data-driven education, which will be promoted in the future, data will be positioned as an important factor in capturing children. When trying to capture children in data-driven education, there is a risk that what is defined as educational data will be positioned as absolute in educational practice, and that the collection and use of such data will become a priority objective. The purpose of this study is to examine the relationship between educational data and capturing children in educational practice, in order to gain insight into the conditions under which educational data can be effective in capturing children in educational practice. Education data is data that is constituted and publicly indicated by the state (government) as something to be recorded and collected, so to speak, “data as it should be”. An important issue related to educational data and capturing children at the level of educational practice is that standardized data can be visualized and capturing children objectively, allowing them to teach with confidence. Even before the emphasis on data, teachers have been capturing children (based on something) in order to teach them in educational practice. Therefore, it is necessary to question not only “educational data as something that should be,” but also “educational data as something that is,” that is, what teachers have actually tried to capture children as learners based on in order to teach them. Next, we examined what it means for teachers, as practitioners, to capture children, taking as our starting point the classification of how to capture children in Kazumasa Arita’s “The Art of Capturing Children in the ‘Head’s Chart’’’(1998) and Itsuro Kohama’s “Children as Methods”(1987). Considering through the two works, we can consider that the teacher as a practitioner tries to view the child from the standpoint that the child can be viewed object-cognitively as an object to be taught and instructed, and can be taught based on this understanding. If Arita was at fault for considering the chart as a record, the problem was not that he recorded it, but that he considered the record he had written as absolute and gave guidance based on it. Teachers’ perceptions of children based on data (“child understanding”) are not absolute but limited, and it is important to always use them as clues for the next educational practice. It is a future task to pursue the conditions on the part of teachers and children as subjects who can use data as a cue in this way.続きを見る |
| 目次 | １．問題の所在と研究の目的 ２．教育データについて ３．子どもをとらえるということ ４．子ども理解と人間理解 ５．まとめと今後の課題 |
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| 登録日 | 2023.08.30 |
| 更新日 | 2023.08.30 |