M高等学校における剣道の授業改善の試みと成果

教材構成と教師行動に対する介入を通して

抄録

To investigate student-evaluated kendo classes in a unit of kendo at High School M from the 2000 and 2001 fiscal years, the teacher's actions in the class and the student evaluation was analyzed.
Before the intervention, results showed that the teacher's instruction was one-way and authorization and students evaluated the lesson as very dull. The researchers pointed out some areas of improvement and disclosed the results of the lesson analysis to teacher. The teacher accepted the researcher's intervention, reflected on the results of the 2000 fiscal year kendo class, and aimed to improve his class for the 2001 fiscal year.
To investigate the effect of the intervention on the 2001 class, the researchers focused on analyzing the teacher's actions and the contents of the practice as well as students' evaluation of the class. Lastly, the 2001 class was compared to the previous year's class.
As a result of analysis, the teacher was able to introduce game teaching materials including analogon of kendo in the introduction of a unit. The teacher was also able to make the effort to employ teaching materials that would keep the content non redundant and increase students' motivation to learn and improve upon their skill level. Moreover, the teacher was able to develop the lesson being conscious of “increasing the frequency of overall interaction”, “giving positive praise”, “teaching for a short time”, and “continually introducing new content rather than repeating the same subject”. Furthermore, through this new unit, the teacher was able to attain higher student evaluations than in the 2000 fiscal year.
From the above, it was confirmed that student evaluated kendo classes can be improved by the use of teaching that is designed to meet the needs of the learners especially game materials that include analogon movements, increasing interaction between the teachers and students and positive feedback. On the other hand, commenting on the teachers teaching materials in advance and teacher-centered instruction was not found to bring about any improvement.