Naruto University of Education Digital Collection / 鳴門教育大学学術研究コレクション
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Developing “Mi-kada, Kangae-kata” using iconized teaching materials in elementary school social studies: Based on the 5th grade elementary school unit ” Supporting the Fisheries in Future - A Story of Fresh Fish”
Get PDF本稿は，小学校社会科におけるアイコン化した教材を活用した，見方・考え方の学習の提案を目的としている。研究の方法としては，第5学年社会科「未来を支える水産業―お魚新鮮物語―」を事例とし，アイコン化した教材とその活用状況及び授業後の学習成果の分析から，その有効性を検証した。以上の結果，以下のような成果が見られた。１点目は，児童の生活経験と学習対象となる「見方・考え方」の接続の具体を示した点である。2点目は，アイコン化した教材により「見方・考え方」が，単元の導入と調べ学習の接続を視覚化された点である。3点目は，児童の発想を生かしつつ，「見方・考え方」の習得を可能とした点である。課題としては，今回は事例にとどまっており，教材のアイコン化することによる効果を明らかにしたものではない。今後は同様の授業を開発・実践し，「教材のアイコン化」の理論化に取り組む必要がある点が挙げられた。This paper aims to propose a strategy of learning of “Mi-kata, Kangae-kata” in Japanese, which is tne point of view and the way of thinking, using iconized teaching materials in elementary school social studies. The research method used a fifth grade social studies class, "Supporting the Fisheries in Future - A Story of Fresh Fish," as a case study, and examined the effectiveness of iconized teaching materials by analyzing their usage and learning outcomes after the class. As a result of the above were obtained. First, it showed a concrete example of the connection between the students' life experiences and the "Mikata, Kangae-kata" that was the subject of the study. Second, the iconized teaching materials visualized the connection between the introduction of the unit and the research study of "Mi-kata, Kangae-kata." Third, it made it possible for students to acquire "Mi-kata, Kangae-kata" while making use of their own ideas. This paper was only a case study, and did not clarify the theory of iconizing teaching materials. It was pointed out that it is necessary to develop and practice similar lessons in the future and to work on theoring of "iconizing teaching materials"departmental bulletin pape
Improving junior high school mathematics classesto develop critical thinking skills: Using the Critical Thinking Sheet
Get PDF批判的思考力は、21世紀型能力の中核である。本実践研究では，数学科の授業で生徒の批判的思考を働かせるための手立てを構想・実践すること，また，批判的思考力の育成の程度を評価し，研究の成果と課題を明らかにすることを目的とした。批判的思考は、証拠に基づいて論理的に考えたり，自分の考えが正しいかどうかを振り返ったりすることであり，スキル・知識と態度に支えられている統合的思考である。実践では，課題解決に批判的思考のプロセスである情報の明確化，推論をするための土台の検討，推論，行動決定・問題解決の過程を取り入れ，本研究の批判的思考のスキルを具現化できるようCTシートを構成し活用した。実践後の分析の結果，批判的思考態度は，生徒全員が発揮でき，批判的思考のスキルが概ね発揮できたと言えた。課題として系統的・長期的な取組と他者との相互作用の改善を受け，今後の展望を示した。Critical thinking skills are the core of 21st century abilities. The purpose of this practical study was to conceive and implement a method for encouraging students to use critical thinking in mathematics classes, to evaluate the degree of development of critical thinking skills, and to clarify the results and issues of the study. Critical thinking, which involves thinking logically based on evidence and reflecting on whether one's ideas are correct or not, is an integrated thinking supported by skills, knowledge, and attitudes. In practice, we incorporated the critical thinking processes of clarifying information, examining the foundation for reasoning, reasoning, deciding on actions, and problem solving into problem solving, and composed and utilized CT sheets to embody the critical thinking skills of this study. The results of the post-practice analysis showed that all students were able to demonstrate critical thinking attitudes and that they were able to demonstrate critical thinking skills in general. The challenges are systematic and long-term efforts and improvement of interactions with others, and future prospects are indicated.departmental bulletin pape
Perspectives on Practical Lesson Improvement in Geography–History and Civics for Learning about Peace and Security: Through Teachers’ Practices and Interviews
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Principles and Methods of Law-Related Education Aimed at Developing the Ability to Make Judgements as a Member of a Consumer Citizen Society: Through the Development of a Unit for Integrated Study (Inquiry) Time
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ユニバーサルデザインの視点を取り入れた小学校外国語科の「書くこと」の指導 : 通常学級に在籍する学習に困難さを抱える児童に焦点をあてて
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