Akihide Mine

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2007（平成19）年度～2009（平成21）年度科学研究費補助金（基盤研究(B)）研究成果報告書

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The first hypothesis of this research is that the presentation of a learning outcome promotes the students to be highly motivated to learn. Second, it is easy for the students to do self-and peer-evalution, when they know their current learning achievement with rubrics before they learn. Third, if they are conscious of evaluation, they perform improvement and adjustment their learning. According to the results analyzed from an evaluation result, it learning motivation and attitude encouraged the students to collect and utilize the data actively, make materials, and prepare for the presentation thoroughly as well as further motivated them to make a device to make a device to collaborate with their peers in a group, assign each role, and prepare for the presentation. Greediness for learning and an attitude were connected with the data creation and the preparation for positive information gathering and practical use, and the presentation, and it became clear to have deepened further the measure highly motivated for work, such as a device for collaboration with the friend in a group, an assignment, and an announcement. In addition, students reflected their effort at learning and adjust it after reviewing self-evaluation in which learning progress and achievement are recorded as well as peer-evaluation from their classmates.

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平成14年「大阪府改革プログラム」はどのように進められ、どのように受け止められているのだろうか。地域密着型で進める大阪の教育改革について、教育委員会のマネジメント、競争原理による教育評価を紹介した。