Nancy Palmer (1997) Classrooms of Tomorrow
教育工学関連学協会連合第５回全国大会講演論文集（第一分冊）, L3-L6.
【英語２】 次の英文を読み、以下の問い(1)〜(3)に答えよ。
(1)下線部1「Project-based learning」の実例を一つ考え、そう考える理由とともに記せ。
(2)下線部2をその日本語文だけ読んでも意味が通じるように訳せ。
(3)ここに述べられている教育を批判せよ。
New methods of learning are required to provide a new learning environment for the classrooms of tomorrow. Information is undergoing a fundamental transformation (from passive to interactive, from text-based to multimedia and multisensory, from insulated and second-hand to direct, raw, immediate, and global), each individual in a school is both a learner and a mentor. Project-based learning 1 is critical to students and teachers. It is a structure that transforms teaching from “telling about” to “doing”, it moves from a skills-based curriculum to a process-based one. Process-based instruction encourages students to develop their problem-solving skills rather than their ability to make ‘right’ responses on multiple-choice tests or give back the ‘right’ information from lectures. In the classrooms of tomorrow students and teachers will have constant access, throughout the school day, to the information and technologies with which they need to learn. Students will learn how to search for information, read the material they find, communicate with others (write, speak, listen), and telecommunicate (for global connections and research). Students will also develop thinking skills, visualize outcomes (using virtual realities and simulations), solve problems creatively (be able to and be allowed to make decisions), and learn how to learn (so that each new piece of information is integrated into what they know already), Learn how to adapt to changes, learn how to think, and learn how to ask questions. Learning will be student-centered rather than teacher-dominated. Students, will work in small groups in a project-based approach. They will keep ongoing portfolios of their work for evaluation by staff and parents. Teachers will gain a better understanding of a student’s abilities and accomplishments by looking at the student’s work, rather than the abstracted final grade. When students conduct real and simulated experiments, collect data, and analyze the results, and then produce a product they become active participants in the process of learning. By working collaboratively on projects, students act both as learners and as mentors for one another. The result of these exchanges is synergy: the combination of people working together produces more powerful results than the sum of these same people working individually. Working together, students can develop real problem-solving skills. Students will learn real issues in a project-based approach. Students will pursue the learning of underlying truths as opposed to memorizing facts. They will learn to make decisions by investigating alternatives. With group projects, students can define the problem, set the goals, explore possible alternatives, apply the most practical solution, analyze the feedback, and evaluate the results. They will learn that all decisions have consequences. Students become active learners. They create and produce as they learn. They are engaged in their work, they try out new ideas, they construct their knowledge from the world around them. 2
