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幼小中高大共通に見られる学習上問題となる傾向について― 保育事例を通して ―（２）
https://ic.repo.nii.ac.jp/records/844
https://ic.repo.nii.ac.jp/records/8449daaeebf-7804-45cb-954d-5d94614e1e1b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
1-01_yuuki (1.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2018-01-24 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 幼小中高大共通に見られる学習上問題となる傾向について― 保育事例を通して ―（２） | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Teacher-side problems in guiding children’s proper recognition of nature(and scientific knowledge), based on the obserbation report at a kindergarden (2) | |||||||||||||
| 言語 | en | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | jpn | |||||||||||||
| 資源タイプ | ||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||
| 著者 |
結城, 敏也
× 結城, 敏也
× 結城, 千代子
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| 著者別名 |
Yuuki, Toshiya
× Yuuki, Toshiya
× Yuuki, Chiyoko
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| 抄録 | ||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||
| 内容記述 | Teachers tends to require pupil / students to accept existing knowledge as the true knowledge. This existing and authorative knowledge may be incorrect and wo uld be overwritten by new and more adults knowledge. In later days, such authorative knowledge will be judged as incorrect and prejudice driven superstition that once accepted as authorative. Child’s mind is experience driven and flexible. Child’s experiemce nature and conceptualize what it experiences.Such conceptualizations are in many cases are judged as incorrect. We teachers judge their conceptualiation as incorrect. Teachers tend to require to throw away what it get from its experience and accept authorative knowledge that teachers offer. This process is observed in any classroom worldwide. This is, however, the worst type of teaching to develop rational and scientific thinking in child. Child experiences narue, and from its experience build up its own theory to rational explain the nature. Child’s theory may be incorrect and superstitious from teacher’s standpoint. If the teacher denies child’s theory as absurd and requires child to memorize “correct” theory, child’s inner potential to develop its original thinking would be disturbed. Such child may show good scores in paper tests, but could not solve experience based problems. In this article, we researched children’s in their process of concept building in a kindergarden in order to validate our above described hypothesis. |
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| 書誌情報 |
茨城キリスト教大学紀要 I,人文科学 en : Journal of Ibaraki Christian University I, Humanities 巻 51, p. 11-21, 発行日 2017 |
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| 出版者 | ||||||||||||||
| 出版者 | 茨城キリスト教大学 | |||||||||||||
| ISSN | ||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 13426362 | |||||||||||||
