臨床としての「授業」

抄録

In classroom,teachers often keep teaching even though their children cannot understand their lessons. The researcher considers this is a serious problem in school education. The same may be said, no doubt, of undergraduates. If teachers do not improve their lessons,the scholastic ability of children naturally decline. Therefore teachers have to understand children’s experiences, learning strategies, interests, and have to evaluate their activity. If children cannot understand the lesson, the teacher must improve their lesson. It is important that the teachers show the children aims, strategies, and goals. Also, they encourage the children to teach each other, so that they can gain confident. We called this process “school clinical”. This paper shows two case studies of school clinical. The first case is an activity to have children reflect their own learning. The second case is an outdoor activiy. The results imply significant influence on children’s development.