2017 年 47 巻 p. 1-29
The course of study (2018) has been revised in our school education, and active learning type lessons (AL) has been brought to attention in the revision. This learning emphasizes the deepening of the quality of learning which takes advantage of knowledge and skills in real life. If you look at the status of AL in higher education, there are too many cases where teachers have assembled their own learning process without foundation and no teaching plan present. Particularly, T.T (team teaching) conducted by multiple teachers in teams is a matter of poor efficiency because of the weak common understanding among faculty members. We take the issue of AL from two perspectives. One is the rationale for AL learning process. It is necessary to present examples of learning processes that many teachers can share. AL is a learning method, not a purpose. We think that the aim is "training of knowledge composition and creation" if the purpose is "subjective, interactive and deep learning". Therefore, it is necessary to present a learning process model backed up by the theory for verifying the relationship. Another is guarantee of quality in AL. This learning requires autonomy and cooperation of students. Moreover, teachers need to acquire techniques and methods for intervention and awareness. Teachers need to change teaching, not to teach but to support as a basic attitude. The facilitation will draw attention as a teaching method that emphasizes this viewpoint. This facilitation has developed mainly in the business field. In recent years, the concept has been finally recognized and adopted as teacher training etc. However, the definition in each field becomes ambiguous and a problem occurs as facilitation generalizes. We think that application to the current learning field incorporates only the superficial essence of facilitation in the business field. In this research, we approached the instructional design of "facilitation enabled active learning (FEAL)" from the viewpoint of knowledge management. We developed the FEAL lesson model and FDM (facilitation design matrix) from the fundamental elements of learning facilitation (process design, process management, conflict management). On that basis, we discussed the learning facilitation skills required by teachers.