教育過程：教室の視点
本分野は教室において展開される教授と学習——授業・教室過程・効果的な教授の条件——を対象とする研究領域である。
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Scope
本分野は教授研究、教室の相互作用と学級経営、教授方法、ならびに学習の認知的条件に関する研究を扱う。
Sub-topics
- Advance Organizers
- Interdisciplinary Approach
- Study Habits
- Cultural Enrichment
- Test Anxiety
- Affective Objectives
- Behavioral Objectives
- Student Reaction
- Test Preparation
- Academic Failure
- Class Rank
- Grades (Scholastic)
- Grading
- Enrichment Activities
- Developmentally Appropriate Practices
- Mixed Age Grouping
- Instructional Effectiveness
- Global Approach
- Mastery Learning
- Multi Tiered Systems of Support
- Performance Contracts
- Student Improvement
- Teacher Influence
- Instructional Design
- Portfolio Assessment
- Learner Engagement
- Student Motivation
- Teacher Motivation
- Student Development
- Classroom Environment
- Teacher Student Relationship
- Creative Activities
- Reggio Emilia Approach
- Educational Therapy
- Classroom Communication
- Simulation
- Assessment Literacy
- Formative Evaluation
- Instructional Improvement
- Teacher Competencies
- Teaching Skills
- Assignments
- Instruction
- Electronic Learning
- Discussion Groups
- Educational Diagnosis
- Response to Intervention
- Academic Persistence
- Listening
- Redundancy
- Time on Task
- Classroom Techniques
- Audiovisual Instruction
- Multimedia Instruction
- Intermode Differences
- Place Based Education
- Student Centered Learning
- Individual Instruction
- Conventional Instruction
- Academic Achievement
- Teaching Experience
- Object Manipulation
- Precision Teaching
- Course Objectives
- Process Education
- Student Behavior
- Developmental Studies Programs
- Student Centered Curriculum
- Training Objectives
- Educational Strategies
- Remedial Programs
- Study Skills
- Content and Language Integrated Learning
- Acceleration (Education)
- Honors Curriculum
- Blended Learning
- Experimental Teaching
- Instructional Innovation
- Integrated Activities
- Training Methods
- Web Based Instruction
- Ability Grouping
- Computer Assisted Instruction
- Group Discussion
- Student Projects
- Teacher Behavior
- Case Method (Teaching Technique)
- Discussion (Teaching Technique)
- Student Interests
- Writing Exercises
- Classes (Groups of Students)
- Class Organization
- Course Organization
- Grouping (Instructional Purposes)
- Self Contained Classrooms
- Class Size
- Teacher Expectations of Students
- Teaching Conditions
- Prereferral Intervention
- Practicum Supervision
- Student Experience
- Teacher Improvement
- Coaching (Performance)
- Achievement Gains
- Performance Factors
- Remedial Instruction
- Group Activities
- Reciprocal Teaching
- Computer Simulation
- Computer Managed Instruction
- Simulated Environment
- Praxis
- Scaffolding (Teaching Technique)
- Course Content
- Textbook Content
- Motivation Techniques
- Lecture Method
- Learning Centers (Classroom)
- Peer Teaching
- Team Training
- Team Teaching
- Home Study
- Individualized Programs
- Diagnostic Teaching
- Course Evaluation
- Instructional Material Evaluation
- Summative Evaluation
- Creative Teaching
- Curriculum Based Assessment
- Reflective Teaching
- Questioning Techniques
- Cross Age Teaching
- Tutorial Programs
- Notetaking
- Prompting
- Enrichment
- Curriculum Enrichment
- Instructional Development
- Thematic Approach
- Material Development
- Class Activities
- Cooperative Learning
- Experiential Learning
- Independent Study
- Learner Controlled Instruction
- Demonstrations (Educational)
- Learning Activities
- Direct Instruction
- Problem Based Learning
- Student Participation
- Montessori Method
- Resource Units
- In Person Learning
- Individualized Instruction
- Drills (Practice)
- Sequential Approach
- Gamification
- Progressive Education
- Time Management
- Psychoeducational Methods
- Error Correction
- Participant Satisfaction
- Student Journals
- Knowledge Base for Teaching
- Teacher Response
- Group Instruction
- Test Wiseness
- Pacing
- Individual Activities
- Resource Room Programs
- Reading Lists
- Instructional Systems
- Microteaching
- Andragogy
- Aptitude Treatment Interaction
Core questions
- 効果的な教授の条件は何か。
- 教室の相互作用はいかに学習を形成するか。
- 授業は認知的観点からいかに設計されるべきか。
- 教室における生きた経験はいかなるものか。
Key concepts
- 効果的な教授
- 学級経営
- 潜在的カリキュラム
- 認知負荷
- 教授設計
- 教室の相互作用
Key theories
- 教授に関する研究
- Gage は教授効果の体系的な経験的研究を確立した。
- 教室生活の潜在的カリキュラム
- Jacksonは教室生活に内在する暗黙の教訓を明らかにした。
- 認知負荷理論
- Swellerは効果的な学習のために授業がワーキングメモリの限界を考慮しなければならないことを示した。
History
教室研究は効果的な教授のプロセス・プロダクト研究（Gage）と教室生活のエスノグラフィー（Jackson）から、認知的基盤をもつ教授設計（Sweller）へと発展した。
Debates
- 直接教授法対発見学習
- 認知負荷研究を踏まえつつ、学習は明示的教授によって最もよく支援されるか、それとも誘導的発見によって最もよく支援されるか。
Key figures
- N. L. Gage
- Philip Jackson
- John Sweller
Related topics
Seminal works
- jackson-1968
- gage-1963
- sweller-1988
Frequently asked questions
- 認知負荷理論とは何か。
- 効果的な学習を支援するために授業がワーキングメモリの限られた容量を管理しなければならないというSwellerの理論である。