小学校体育学習におけるデジタルポートフォリオの有効性に関する研究

抄録

In this study, the digital portfolio formed the hypothesis of being effective in improvement in subjective skills and objective skills, and verified the validity from the results of two classes that performed jump box movement. Consequently, in addition to subjective skills, it became clear that objective skills are also raised by combining a digital portfolio (VTR) with the study which utilized portfolio assessment. The monitoring of the conventional learning evaluation is only done for skill by the teacher, and the student was made to correct passively. However, in the learning that utilized the digital portfolio, the student himself does monitoring and makes it possible to correct actively. Moreover, the learning that utilized portfolio assessment is materialized as "centrifugal learning" which can prepare various goals itself, without remaining in "centripetal learning" whose all members pursue the result of having been decided. Reflections there are not only a skill, it is included to constitution of a performance to create with a friend, and an establishment place of a jump box. The experience induced the dialog with the friend "in what it should next succeed." And a student can practice now actively. From the above results, it is thought that the learning, which utilized the digital portfolio is the following learning. (1) By digital portfolio learning, it can have a dialog and cooperate with a friend, a teacher, etc. inevitably. (2) By digital portfolio learning, the student itself can learn actively and they can think. (3) By digital portfolio learning, as a result, skill can be raised and the pleasure to movement can also be found out.