@article{oai:muroran-it.repo.nii.ac.jp:00009878,
 author = {松本,  ますみ and MATSUMOTO, Masumi},
 issue = {68},
 journal = {室蘭工業大学紀要, Memoirs of the Muroran Institute of Technology},
 month = {Mar},
 note = {application/pdf, In order to develop students’ critical thinking ability, the writer introduced a methodology in the big class of the “Introduction of Philosophy A” for the first year undergraduate students. In the methodology, the writer circulated a worksheet to ask students a question, which was closely related to the dilemma that students might face very often. The students were required to write their opinions three times. The second and third ones were written in response to anonymous classmates’ opinions. In many cases, students changed their opinions after reading other students’ descriptions. Some students strengthened their own opinion after reading the similar ideas. This was the procedure to listen to others’ opinions and deepen their own thought. The writer’s role was only a facilitator to help students to think more profoundly. In this paper, I will argue the details of this methodology, students’ reactions and some problems that should be resolved., 特集論文},
 pages = {3--14},
 title = {「批判的思考力」を高めるための大規模クラスでのアクティブ・ラーニングの試み},
 year = {2019},
 yomi = {マツモト, マスミ}
}