Bulletin of the Faculty of Education, Wakayama University. Educational science 68 1
2018-01-31 発行

A Study on Active Learning Introduction to High School Classical Classes

鈴木 晴久
佐藤 史人
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Attempts to introduce active learning at each school have been attempted, but learning outcomes can be hoped by just “talking” rather than “learning”, more extremely speaking “chatting” There are also reports that there is no. In Japanese language classes in particular, this kind of thing often occurs in reading comprehension of sentences. Even in classes using active learning, unless the lesson students grasp the level and viewpoints that the students can read and devise measures to raise the reading to a higher level, It is inferred that it will be confirmed the contents of the same level and become “chat” as described above. In order to solve such a problem, it is necessary for the lesson to take a higher viewpoint and improve the students to a higher level of understanding. If you do not do it, lessons of reading and understanding of sentences by active learning will not be established. Here, we aim at considering the class of interpretation of Waka by active learning from the deepening of grammatical matter.
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