文章基本信息

标题：A Case Study of Debates Run by More than One Teacher in an Economics Class as a Teaching Method for Self-Access Learning
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作者：Ken Nakano
期刊名称：Studies in Self-Access Learning Journal
电子版ISSN：2185-3762
出版年度：2018
卷号：9
期号：2
页码：1-18
出版社：Kanda University of International Studies
摘要：For learners to be able to learn in a more autonomous way, the curriculum for large classes needs to be revised so that learners can engage in learning in a more active way. In this study, I made revisions based on my findings from my previous study on teaching a large debate class (Nakano, 2018). In my current study, students learned actively how to conduct debates by watching the teachers debate, by engaging in discussions with classmates, and actually trying the debate in a step-by-step manner. In this way, even in a large class, the aim was that the students would become more interested in debate, learn actively and in more depth than with previous methods. To evaluate this method, I conducted an anonymous survey which followed the “three elements of academic ability” published by the Ministry of Education, Culture, Sports, Science and Technology. The results showed clear differences between students who commented and did not comment on the survey.