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科学研究費補助金 基盤研究B
「学習方略の自発的利用促進メカニズムの解明と学校教育への展開」
（代表 Emmanuel Manalo）
Working PapersVol. 2-1, September 2013
心理学からみた効果的な学び方の理解と支援
シンポジウム
学習方略プロジェクトH24年度の研究成果
補足資料集
植阪 友理・Emmanuel Manalo（編）
Working Papers Vol. 2-1 September 2013
シンポジウム
「心理学からみた効果的な学び方の理解と支援
―学習方略プロジェクト H24 年度の研究成果―
補足資料集
植阪友理・Emmanuel Manalo（編）
科学研究費補助金 基盤研究 B
「学習方略の自発的利用促進メカニズムの解明と学校教育への展開」
（代表 Emmanuel Manalo）
心理学からみた効果的な学び方の理解と支援
－学習方略プロジェクト H24 年度の研究成果－
補足資料集
目次
補足資料 1 （講演 1）
学習法を変えて自分が変わる ············································································ 佐野光 4
補足資料 2 （講演 2）
さらば、丸暗記学習 ······························································································· 佐野光 16
補足資料 3 （講演 3）
１ 理解を深める教え合い ··········································································· 田中瑛津子 25
２ 理解を深める教え合いを目指そう！ ··········································································· 31
補足資料 4 （教え合い 1）
１ 教え合いワークシート ······································································································ 32
２ 教え合いのポイント ·········································································································· 37
３ 第 1 回目 教え合い活動 振り返りシート ··································································· 38
補足資料 5 （ふり返り）
１ より理解を深める学習を目指そう ························································· 田中瑛津子 40
２ 以下の教え合いを見て、「良い！」と思うところに線を引こう！ ······························ 42
補足資料 6 （教え合い 2）
第 2 回目 教え合い活動 ふり返りシート ········································································ 43
3
1
.
…
4
2
5
3
…
6
4
7
5
8
6
.
9
7
10
8
11
9
3.
•
12
10
( )
…
UP!!! …
13
11
…
14
12
GET!!!
…
15
1
•
…
(Be)
(
16
2
A
John ( ) Mary well.
knows is knowing
John” Mary”
B
knows is knowing
John ( ) Mary well.
S
S
17
3
A B S
A B S
A B S
(John Bob
.
18
4
(1)
I ( ) to school everyday. go am going
(2)
I ( ) to the tennis club. belong am
belonging
(1)
I ( ) now. cook am
cooking
19
5
(2)
Jack ( ) Japanese now.
studies is studying
(1)
Jack plays tennis every Sunday. Jack is playing tennis with Bob now.
(2)
”Why are you driving so fast? You usually drive very carefully.”
1. Sugar ( be ) sweet.
2. My father ( wash ) his car in the yard now.
3. Peter sometimes ( go ) fishing in the river.
4. He ( have ) a lot of foreign stamps.
vs
vs
20
6
100
…
…
……
10 10
1010100100010000010001001010110001000101001000001010000011010000001100100001001011000000000100001000001011010101000010010010110001010001010110101010000101001000000100000010010000000000001010001100000001000
21
7
22
8
23
9
…
(Be)
(
24
1
Presented by
usually
now
The sun rises in the east.
I speak Japanese.
Tom is running now.
→
25
2
Y
− −
26
3
− −
…
27
4
−
−
to
to
28
5
… to … …
to buy a pen
things to do
go home to sleep
Taro likes to sing.
I want something to eat.
o sing.
S V O
eating to eat.S V O
to sing
to eat something
to buy the concert tickets came
thing to do thing thing to do thing
to buy the concert tickets came
29
6
→
→
… … ……
… …
…… ……
… …
MEMO
30
31
32
33
34
35
36
37
38
39
1
Presented by
1
2
3
4
( )
5
…
6
40
2
…
…
7
( )
have
the number of colleges
has
( )
has
the number
8
… …
9
… ( )
10
…
41
42
2
1.
2.
3. 1
(1) 1 2 3 4 5
(2) 1 2 3 4 5
(3) 1 2 3 4 5
(4) 1 2 3 4 5
(5) 1 2 3 4 5
(6) 1 2 3 4 5
(7) 1 2 3 4 5
43
4.
5.
6.
44
Working papers Vol.2-1 September 2013
心理学からみた効果的な学び方の理解と支援
―学習方略プロジェクト H24 年度の研究成果―
補足資料集
発行者：東京大学大学院教育学研究科附属 学校教育高度化センター
（編集担当：植阪友理，高橋徳子，石川大貴）
発行者連絡先：〒113-0033 東京都文京区本郷７－３－１
東京大学大学院教育学研究科赤門総合研究棟２０６
E-mail：ｃ-kodoka@p.u-tokyo.ac.jp
Tel & Fax: 03-5841-1749
発行日：２０１３年９月３０日
45
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