morebtn_bgfblinetwscope-invertscopepagetop_arrowblog-latestmorebtnvtickpagenextpageprevpagetophsjhshomecresthshomejhskindamasteruniv
樟蔭レポート

⦅5月11日4限⦆

 

 

 

 

 

 

⦅5月14日4限⦆

 

 

 

 

 

 

 

⦅ON-LINE学習と通信教育⦆

私は高校のころ、塾や予備校には行かなかった。それよりは書物で自分のペースで学ぶほうを好んだ。自分の学習習熟度を知るためには、英語のみ増進会の添削指導を受けていた。英文解釈も英作文も毎回難解な問題が出題された。全力で解き、月に二度提出をすると、赤ペンでびっしりと添削されて戻ってきた。添削者が優れていたのだろう、なぜ減点をしているのか、どこを読み違えているのか、なぜこのような英作が許されないのかがよくわかった。自分自身の語学力が伸びていくのが実感できた。
27歳から39歳までの12年間、全日制の教諭に加えて大阪府立で唯一であった通信制高校の非常勤講師を兼務していた。担当していた生徒たちの年齢は10代から93歳(この生徒は有名な浮世絵師だった)まで広範囲にわたり、毎年約170名を担当していた。生徒たちは普段は、テキストや指導書、あるいはNHK高校講座で視聴して学びレポートを提出する。私はといえば、提出されたレポートの添削指導と週に二度75分のスクーリング(授業)が主な業務だった。貧しさのために高校教育を受けられなかった高齢の生徒たち、幼い娘に車いすを押してもらい通ってくる母親も生徒に一人だった、難病のために看護師さんに付き添われ点滴の打ち、ベッドのままで教室に入ってく生徒もいた。全日制の高校を中退した生徒も多かった。階段教室を埋め尽くすどの生徒に対しても退屈でつまらない内容のない授業は許されなかった。
現在、二か月以上の期間、学校が一斉休校になっている。休校中の高校からの学習サポートは、①「休校期間用のテキストやプリントの配布」(通信制のレポート作成)、②「学校からの宿題や課題が、ネットを通じて出される」(スピードの違いはあるが同じくレポート作成)③「オンライン学習やWeb教材のアプリなどによる自習が勧められている」(これは当時にはなかったが基礎固めの学習)④「オンライン授業が行われている」(スクーリング)。オンライン指導に慣れれていない日本の学校としては全体としてはプリントなどの配布やネットを通じた課題指示がメインであることがわかる。そして同時にこの4つのアプローチは、オンラインか、講義室かの違いはあるものの、生徒が自発的、効率的な学びができるよう従来から教員が創意工夫してきたものだと思う。
樟蔭中高の先生方も、各家庭のICT環境を整え、日々アプリの使い方を学び、在宅勤務中に同僚との間で数多くの研修を実施し、生徒への学習機会の提供に心を砕かれ、全力を尽くされている。新型コロナのワクチンや特効薬ができ平穏な日常が戻ったときには、教室での授業に、長期休暇中の遠隔授業も加わり学園としての総合的な指導力は大きな飛躍をしているにちがいない。(副校長 小林正樹)

⦅ON-LINE EDUCATION AND CORRESPODENCE SCHOOLS⦆

When I was in high school, I didn’t go to cram school or prep school. I preferred to study at my own pace with books. In order to understand my learning proficiency, I received only English in correspondence courses. A difficult question was asked every time in both English interpretation and English composition. I solved it as well as I could and submitted it twice a month, after which it was corrected with a red pen and returned to me. It was clear that the marker was high skilled, why they had deducted points, where my mistakes had been made, and why such English sentences were not allowed. I could feel that my own language skills were growing.
For 12 years, from the time I was 27 to 39 years old, in addition to full-time teaching, I was also a part-time lecturer at a correspondence high school, which was the only one in Osaka Prefecture. The students studying there ranged in age from those in their teens to 93 years old (including some famous Ukiyo-e artists) and totaled about 170 students each year. These students usually submitted their textbooks, instruction books, or study reports for high-school level courses that they completed and that were broadcast on NHK. For my part, my main task was to correct the submitted reports and to teach two 75-minute lessons per week. Those in attendance included elderly students who could not receive a high school education due to poverty, mothers who had their young daughters push them in wheelchairs, nurses suffering from intractable diseases, students with drips, those that had come directly from their beds, and also many students who had dropped out of full-time high school. No boring lessons were allowed for any of these students filling the stairway classroom.
Currently, our school is closed to students and has been for more than two months. Support for learning from the high school during this enforced break is as follows: (1) “Textbooks and handouts have been sent to students,” (2) “Homework and assignments from the school have been posted online”, (3) “Teachers have recommended online learning resources and web teaching applications”. (4) “Schooling in the form of online lessons is being held”. It is understood that “self-study is recommended.” At the same time, although there are differences between online and traditional classroom lessons for students, I think that teachers, using the 4 approaches mentioned above, have found ways to effectively prepare materials so that students can learn spontaneously and efficiently.
Shoin Junior and Senior High School teachers have also prepared their own ICT environments at home, spent time learning how to use online teaching applications, attended ICT training sessions with their peers, and have devoted themselves to providing new learning opportunities to students. When a new corona vaccine and further preventative measures are created and peaceful everyday life returns, our school’s leaders must take a big step forward with the addition of distance learning during long breaks from school to our regular classroom programs.⦅vice-principal masaki KOBAYASHI⦆

⦅5月18日4限⦆

 

 

 

 

 

 

⦅5月21日4限⦆