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RISS 인기검색어
- 검색키워드
- 저자 : ( Yuka Kawasaki ) (검색결과 3 건)
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The Influence of Moodle on Students` Expressing Themselves in English Classes
( Yuka Kawasaki ),( Noritaka Tomimura ),( Kazuaki Ichizaki ),( Shigeru Ogawa ),( Hironori Sasaki ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2
This study examines the effects that different methods of presenting comments or answering teacher``s questions in class have on student``s voluntary participation in classroom activities. We observed three English classes, Class 1 and Class 2, for six weeks, April through May in 2014, and Class 3 for six weeks, October through November in 2013, at a school in Hiroshima, Japan, and counted how often students gave their comments or their answers voluntarily. This school has a five year engineering course and a two-year advanced engineering course corresponding to the 10th grade through the senior year in college. The students are all engineering majors. In Class 1 and Class 2, a well-known hand-raising method was used. The students in these two classes raised their hands and gave answers or comments when their teachers asked a question or asked them to give comments. In contrast, in Class 3, a writing method with the forum module of Moodle was used. The students in this class wrote their comments in Japanese about their classmates`` presentations in English. We counted the number of students who gave answers or comments during the observation period, and calculated the ratio to the total number of students who didn``t give answers or comments at all in each class. Class 1, Class 2, and Class 3 had 29%, 15%, and 0% of non-active students, respectively. This result suggests that some students hesitate to give their comments voluntarily in a spoken format, but not in a written format using Moodle. In other words, in order to enhance students`` active participation in the classroom, we should first instruct non-active students to give their comments in a written format, and then guide them to an oral format. Moodle will be a very helpful tool to pursue this instruction.
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A Suggestion to Develop a Teaching Material using a Moral Dilemma Story
( Hironori Sasaki ),( Yuka Kawasaki ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2
The purpose of this study is to acquire suggestions to develop a teaching material using a moral dilemma story for junior high school students to raise their level of morality. The moral dilemma story was developed based on the theory of Lawrence Kohlberg``s stages of moral development. The story, called "Unauthorized Access" was developed. The lesson was practiced with 34 students in October 2011. In the first half of the lesson, after reading the story, the teacher inquired the students to write why protagonist``s action was right or wrong. In the second half, after the discussion between both sides, the teacher requested a reevaluation. As a result of the student reasoning and having an open discussion in the lesson, it was found that the majority of students couldn``t encounter a moral dilemma. Finally, it suggested that there was a need to amend the dilemma story particularly in how the context was defined.
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