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PBTS（Project Based Team Study）とはなにか
http://hdl.handle.net/10083/57770
http://hdl.handle.net/10083/57770306f56e2-6002-4394-bc71-9799adde8264
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
p.95-125.pdf (977.6 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2015-08-03 | |||||
| タイトル | ||||||
| タイトル | PBTS（Project Based Team Study）とはなにか | |||||
| タイトル | ||||||
| タイトル | What is PBTS (Project Based Team Study)? | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | PBTS | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | PBL | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | TBL | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | team | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | group | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | learning | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | project | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | methodology | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| 著者 |
半田, 智久
× 半田, 智久× HANDA, Motohisa |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This article discusses the validity of Project Based Team Study (PBTS), which based on\ different lines of evidence is considered an appropriate educational and research method for\ students in the latter half of undergraduate and graduate courses. In order to clarify this issue,\ Project Based Learning (PBL), which looks similar to PBTS, but is in fact very different, is\ compared with PBTS in order to precisely identify the character istics and originality of PBTS.\ First of all, (1) planning and implementing projects are species-specific behaviors of\ human beings, and have played an important role in the evolutionary process from nonhuman\ animals to Homo sapiens. This could be the reason that people today are especially\ interested in projects regarding our social behaviors. PBTS is based on projects because it\ aims to promote thinking about the nature of human beings and discuss what we can do as\ contemporary human beings. (2) Differences between learning and study represent differences\ in mental functions between humans and other animals. Study is a specific act of the human\ species. Based on the two points discussed above, studies, based on projects, are considered\ to be methods that are grounded in human nature. (3) There are fundamental differences in\ organizational principles between PBL and PBTS. PBL is usually conducted through group\ learning. The principle of grouping organization is collectivism. For social animals, such\ as humans, collectivism is a natural principle. Therefore, the process of forming groups fits\ well with human nature. However, when operating in groups, group dynamics functions and\ artificial controls are required. Occasionally, problems arise in human relationships that are\ unrelated to learning tasks or aims, and as a result, goal achievements during group learning\ are hindered. On the other hand, the principle of teams is individualism. The process of\ forming teams is artificial; however, practices that are conducted following self-organizational\ processes and activities aimed at goal achievement are easily maintained. (4) Team activities\ that occur following self-organizational principles are also based on individualism. The most\ important characteristic of the team principle is that the team itself is an individual, and this\ fictional individual takes team leadership. Therefore, virtually idealized leadership can organize\ human activities. (5) A team consists of not members, but players. Different from a group, a\ team is an open system in a steady, non-equilibrium state, and its players cannot help acting,\ instead of only just belonging to the team. Practical wisdom, which is cultivated through\ PBTS, is wisdom that is always open to other choices and deliberate variable things. Its goal is\ generally unknown and open-ended. Therefore, students have to k eep standing in the front line\ and presenting their projects. Their “phronesis” competency matures through this process and\ performance. Thus, PBTS creates concrete outcomes and simultaneously explores the world\ made through projects, which is specific in human beings. |
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| 書誌情報 |
高等教育と学生支援 : お茶の水女子大学紀要 巻 5, p. 95-125, 発行日 2014 |
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| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12613148 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 形態 | ||||||
| 977646 bytes | ||||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 377 | |||||
| 出版者 | ||||||
| 出版者 | お茶の水女子大学 | |||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 紀要論文 | |||||
| 資源タイプ・ローカル | ||||||
| 紀要論文 | ||||||
| 資源タイプ・NII | ||||||
| Departmental Bulletin Paper | ||||||
| 資源タイプ・DCMI | ||||||
| text | ||||||
| 資源タイプ・ローカル表示コード | ||||||
| 03 | ||||||
