心理教育的援助サービスとしてのダイナミック・アセスメント

学校教育におけるFeuerstein理論の展開の可能性と課題

抄録

This paper describes the practice of psycho-educational services in school education, presenting representative examples of arguments related to the research background of dynamic assessment. Communities of practice have been considered to exist based on Vygotsky's theory and based on Feuerstein's theory (1979) in terms of the ways of thinking about dynamic assessment. Those theories and communities are linked to various arguments. For that reason, the first author reports, as a school psychologist, psycho-educational services for high schools using dynamic assessment (Learning Propensity Assessment Device: LPAD), its intervention materials (Feuerstein Instrumental Enrichment: FIE), and their evaluation based on Feuerstein's theoretical position. Changes were recognized in aspects of everyday school life and psycho-sociology in addition to aspects of learning, from the records of practices and students' impressions. Furthermore, when having given feedback for students' learning processes, teachers described scenes in which students were learning subjects and their relevant episodes. This description suggests that feedback can broaden teachers' perspectives for assessment. The particular difficulties of the program were: 1) its requirements for qualification using materials developed by Feuerstein and 2) the number of hours in the school curriculum do not accommodate setting of the intervention period in an intensive manner. Those problems might be resolved by using the basic principles and methods broadly, thereby developing the program as a model of psycho-educational services.