@article{oai:asahi-u.repo.nii.ac.jp:00009156,
 author = {亀谷, みゆき and KAMEGAI, Miyuki and CROKER, Robert},
 issue = {2018-03-31},
 journal = {2018-03-31},
 month = {2018-03-31, 2018-05-02},
 note = {There is increasing interest in Japan in using active learning approaches in classrooms at all levels of education, from primary school to university. A number of books have been published in Japan advocating the use of an active learning approach and illustrating how to apply it to classrooms across all levels of education and a range of subjects. Consequently, a plethora of definitions of active learning have also developed. In the academic literature, active learning is a multi-dimensional concept comprised of six themes : active, interactive, cognitively engaging, emotionally involving, individualized, and independent learning. Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) documents primarily emphasise the first three（主体的・対話的で深い学び）. The definitions of active learning provided by sixty-five Japanese high school teachers of English also mostly focused upon the active and interactive dimensions of active learning, and its cognitive dimensions to a lesser extent. The main implications are that teacher trainers need to not only illustrate how to introduce active learning into the high school classroom but also provide more substantial definitions of active learning.},
 pages = {2018-03-31--2018-03-31},
 title = {「アクティブ・ラーニングの定義への一考察」～日本の高等学校英語教員の視点から～},
 volume = {2018-03-31},
 year = {}
}