@article{oai:ryotokuji-u.repo.nii.ac.jp:00000515,
 author = {江黒, 友美 and Eguro, Tomoyoshi},
 issue = {16},
 journal = {了德寺大学研究紀要, The Bullentin of Ryotokuji University},
 month = {},
 note = {大学教育の変革から始まったアクティブ・ラーニングへの関心は，学習指導要領の改訂に伴いすべての
学校種で注目されている. しかし，これまで多くの実践がおこなわれる中，指導者，受講者それぞれに様々
な課題が見られ，すべての実践が効果的なアクティブ・ラーニングとなっていないのが現状である.
　教育は人間的な関わりの中で営まれるものである．そこで本稿では，学びの環境として最も重要である
指導者と受講者，あるいは受講者相互の人間関係の在り方に着目し，アクティブ・ラーニングの授業後の
アンケートの結果を分析した.
　その結果，生徒指導の３つの機能が，アクティブ・ラーニングを行なう上で重要であることが明らかと
なった., Active learning was introduced to reform university education. All types of school have been interested in active
learning after the revision of the new course of study. However, while many attempts have been put into practice so
far, various issues have been seen for each teacher and students, and the current situation is that not all the attempts
are effective active learning.
　Education is carried out in the human relationship between the teacher and the student or among the students.
　In this paper, we analyzed the results of a questionnaire survey conducted after an active learning class, focusing
on the human relationships between the instructor and the students and those among the students, which were the
most important aspect of the learning environment. The results revealed that the three functions of student guidance
were important for active learning to take place.},
 pages = {177--198},
 title = {学生の立場からのアクティブ・ラーニング型授業と生徒指導の機能との関連 － 教職課程の学生の変容からみえてきたもの －},
 year = {2022},
 yomi = {エグロ, トモヨシ}
}