大学生が授業終了後に自己評価や授業評価を行うことの教育的意味を明らかにするために, H県立短期大学3年次の選択科目「看護学特論II」を受講した看護学科学生67名に対し, 東海大学式Minute Paperを参考に作成した質問紙と自由記載を用いて調査した。その結果から, 学生が自己を振り返ることにより思考する習慣を形成できたこと, 自己の課題を明確にできたこと, 教員とのコミュニケーションを深めたことなどの教育的意味が明らかになった。また, 授業終了時の自己評価や授業評価の導入では, 学生が自己を客観的に対象化できる能力が前提条件であることや, 授業概要を充実させることなどを通して学生に到達目標を明確に提示することの必要性が示唆された。

In this study, our students were asked to do self-evaluations and evaluations of our lectures, and these evaluations were analyzed to determine if there was an educational significance in administrating these questionnaires. This investigation was conducted by questioning 67 third year nursing students of the Hiroshima Prefectural College of Health and Welfare, while they were studying nursing care and advanced nursing courses. They were asked to write their opinions freely and fill out the questionnaires, which were based on the Minute Paper Questionnaire from Tokai University. As a result, it was noted that the students became able to reflect on their behavior, to identify their own study objectives, and, also, to improve communication with the lecturers. Furthermore, it is suggested that the students should have a better chance to look at themselves objectively, and that they should be given clear and concrete out lines of the courses.

国立情報学研究所で電子化