中学校の体育授業における学習者の学習観および学習方略の関連に関する研究

抄録

　The importance of students’ conceptions of learning has been highlighted as a way of thinking that affects learning behavior. Because physical education is motor learning, it is assumed that learners construct learning concepts that are unique to physical education. However, no study has yet investigated the essence of such learning concepts and the relationship between learning concepts and strategies. To elucidate the relationship between learning concepts and strategies in physical education, this study focused on junior high school students and developed a scale to evaluate learning concepts and learning strategies in junior high school physical education. After a preliminary survey, a major questionnaire survey targeting 2,498 students in public and private junior high schools nationwide revealed the following:
　1) 5 factors were extracted as learning concepts: “learning motor skills”, “cultivating communication skills”, “acquiring knowledge on body and movement”, “feeling the attraction of physical activities”, and “improving physical capacity”. Students’ learning concepts showed a tendency similar to the domain of the physical education subject.
　2) 7 factors were extracted as learning strategies: “emphasis on learning discipline”, “cooperative effort with peers”, “creation of fun”, “challenging work”, “fair work”, “engagement with teachers”, and “thinking and judgement”. These learning strategies indicate factors that are unique to motor learning.
　3) A review of the differences in grades and gender confirmed that all factors in the 2 scales were more significant for students in their second or third year of junior high school compared to those in their first year. Additionally, boys emphasized cooperative effort, whereas girls emphasized the relationship with teachers.
　4) A relationship between learning concepts and strategies was revealed, indicating that learners tackle learning tasks while utilizing their acquired knowledge and skills.