著者

大西 祐司

出版者

びわこ成蹊スポーツ大学

雑誌

研究紀要 = Bulletin of Biwako Seikei Sport College (ISSN:13489399)

巻号頁・発行日

no.18, pp.135-144, 2021-03-15

著者

大西 祐司 栗田 昇平 岡出 美則

出版者

日本スポーツ教育学会

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.40, no.1, pp.1-17, 2020-06-30 (Released:2020-09-30)

参考文献数

41

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The purpose of this study was to identify the learning sequence in the National Standards for Dance Education [NSDE]. To achieve this objective, we set the following three tasks;1) to identify the frameworks of learning sequences in each grade-band,2) to reveal the characteristics of content knowledge organized in Outlines of Sequential Learning,3) to illustrate the rationale behind the learning progression in Outlines of Sequential Learning.The results showed that;1) The learning sequence in dance education in the United States were structured in three grade-band, K-4, 5-8, and 9-12. In all grade-bands, development of not only motor skills, but also cognitive (creating and appreciating dance) and social emotional (establishing relationships with others) domains of learning in dance were expected to be acquired by students. Also, engagement in social activities relative to history and culture of dance were also identified as learning outcomes in the standards.2) In Outlines of Sequential Learning, three indicators provided achievement standards corresponding as to the three developmental stages. In particular, the achievement standards were not set up during content knowledge at that specific stage. The specific higher level standards enhanced the difficulty as integrating the lower level standards. The specific standards enhanced the difficulty not to change content knowledge, but to change the quality of achievement.3) In the process of developing Outlines of Sequential Learning, the developmental stages were set at first and then, in according to those stages, the achievement standards were described. The description on expected outcomes were differenent of each scopes. It means that the same achievement standards in sequential stages were described in some scopes and different others were changed in spite of same scopes. In addition, the amount of time to achieve appropriately was considerate.Overall, the learning sequence in the national standards for dance education in U.S.A. was structured based on the developmental characteristic of students and difficulty of the content. The consideration of content and the amount of time are critical to determine the learning sequences in national standards.