アメリカの思考教授研究における教育目標論の展開 : R.J. マルザーノの「学習の次元」の検討を中心に

Abstract

Dimensions of Learning (DoL) is a framework that is utilized in planning curriculum, instruction, and assessment. It consists of five dimensions, five types of thinking which represent the ultimate goals of education. The purpose of this paper is to describe the picture of instruction based on the DoL framework and to examine the characteristics of DoL as a framework that guides teachers' instructional planning. This paper outlines the research on teaching thinking from 1980 to the early 1990s and examines a sample unit planned using DoL, the Colorado unit. The following three characteristics of the unit are abstracted: (1) Less abstract and general knowledge is deeply learned through dynamic and thoughtful activities; (2) By the direct teaching of thinking skills included in dimension 3, extending and refining knowledge, and dimension 4, using knowledge meaningfully, students are expected to attain a deeper understanding of the content knowledge and to acquire general learning strategies; (3) Infusing meaningful tasks --tasks which require dimension 4-- into the curriculum restructures the current educational practices, so that students can recognize why they learn some knowledge and can use it in daily life. In designing the Colorado unit, five categories of DoL are directly and systematically utilized. The DoL framework also functions as a 'metaphor'. The DoL model describes the interaction of five categories and reflects three characteristics as above. Therefore, DoL is a model of expected learning outcomes, which evokes the image of instruction to foster higher-order thinking and guides teachers' decision-making processes in designing and implementing educational activities.