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1920年代の教育測定運動に対するデューイの立場
http://hdl.handle.net/10191/1135
http://hdl.handle.net/10191/11351bd46dee-74c7-42ad-aa8b-b0ee2ddbb3fe
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
18_0225.pdf (121.1 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2007-04-18 | |||||
| タイトル | ||||||
| タイトル | 1920年代の教育測定運動に対するデューイの立場 | |||||
| タイトル | ||||||
| タイトル | 1920年代の教育測定運動に対するデューイの立場 | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 個性 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 査定 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 教師の理知 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | テスト | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 量的測定の限界 | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| その他のタイトル | ||||||
| その他のタイトル | Dewey's Position on the Educational Measurement Movement of the 1920s | |||||
| 著者 |
岩﨑, 保之
× 岩﨑, 保之 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 56380 | |||||
| 姓名 | Iwasaki, Yasuyuki | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this paper is to consider John Dewey's (1859-1952) position on the educational measurement movement, especially his view on quantity and quality in educational measurement, which was popular in the United States during the 1920s. First, the relationship between the educational measurement movement and Dewey is discussed based on previous studies. Dewey was very critical of the educational measurement movement and thought the use of tests should be limited. Next, Dewey's position on measurement in educational measurement is discussed based on his writings and papers. He argued that traditional schools had conducted tests and measurements in order to carry out school administration efficiently. Moreover, he regarded quality and quantity as interdependent. Therefore, he thought that "the limits of quantitative measurements" are determined by the intelligence of the teacher and the nature of the variables used to judge child achievements. He thought that in the case of traditional schools, exact quantitative determination of performance was used efficiently in evaluating progress in the "3Rs." Finally, based on Dewey's position as described above, I came to the conclusion that although it is acceptable for today's schools to use tests as one method of instruction, using them for other purposes is not acceptable. | |||||
| 書誌情報 |
現代社会文化研究 en : 現代社会文化研究 巻 35, p. 37-46, 発行日 2006-03 |
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| 出版者 | ||||||
| 出版者 | 新潟大学大学院現代社会文化研究科 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13458485 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN1046766X | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
