詩の授業の教育批評 : 授業における経験の質に注目して

In research on teaching, since the mid 1960s artistic approach as a qualitative research method has been suggested by Elliot W. Eisner. Artistic approach embodies itself in educational criticism and is based on educational connoisseurship that appreciates the quality of teaching and learning. As Eisner points out, formally defined technical terms and numerical symbols cannot always success to represent the reality in which teachers and children are thinking, feeling and acting. A purpose of educational criticism, therefore, is to describe and articulate the richness of educational life in terms of effective, expressive languages. This paper presents an educational criticism as a case study of teaching and learning a poem, focusing on the quality of experiences of the teacher and children in a class