@article{oai:tamagawa.repo.nii.ac.jp:00000440,
 author = {加藤, 悦子 and Ai, Wee Seow and 宇野, 慶 and 柿﨑, 博孝 and 佐藤, 由紀 and 髙橋, 愛 and 林, 卓行},
 issue = {22},
 journal = {玉川大学学術研究所紀要},
 month = {Mar},
 note = {Visual Thinking Strategies (VTS) is a student-centered teaching methodology that encourages active learning and fosters communication skills and critical thinking skills while looking at works of art.  In the United States, the positive impact of VTS on art learning and across disciplines is well researched, particularly among students in junior high school.  In our multi-disciplinary research study, we seek to learn about the impact of VTS on visual learning, verbal responses and physical responses to works of art in a democratic learning environment among college students.  We also considered the relevance and applicability of VTS in art teacher training and English language learning. While VTS is embraced by many, the rigidity and limits of the approach have also been criticised by researchers and educators in the field of art and museum education.  These limits were also examined in the Japanese context.},
 pages = {37--55},
 title = {美術作品を中心とした視覚媒体を活用した教育の研究―VTS美術鑑賞教育を日本に適用した教育方法の形成―},
 year = {2017}
}