指導スタイル論からみた 「楽しい体育」 の学習過程

抄録

In recent years, the concept of “teaching style”, especially Mosston's spectrum of teaching styles, is supported internationally. On the other hand, the teaching method of physical education in Japan is directed by the Learning Process Model (LPM) which is usually proposed in “Tanoshii-Taiiku” theory and adopted in the course of study. Setting LPM in the concept of “teaching style”, this study argues as follows:
1) Though, in the extreme, case of “aim 2” is described as a problem solving style, it is an ability (for problem solving) developing style, in practice. Accordingly, LPM should not be classified as a “produce” cluster, but as a “reproduce” or “productive” cluster (eg. “task solving style”, “task selecting style”).
2) The main content at “aim 1” of LPM is to enjoy one's exercise at the present ability. However, it is expected, from a practical point of view, that students will become trained in the technical or cognitive aspects. Therefore, we should establish the “support” skill as a significant teaching skill to guarantee rational and safe motor learning.
3) Then it is necessary not only to present an objective criterion to identify the “saturated situation”, which is the turning point where the teacher directs students toward the next aim, but also to propose to operate LPM flexibly.
4) It is the subject for a future study both to improve teaching styles and to establish a teaching strategy which specifies criteria on how to apply some styles.