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Graduate School of Teacher Education Wakayama University bulletin of Course Specializing in Professional Development in Education 2
2018-03-23 発行

“Deep learning on their initiative and dialogue” by using textbooks in social studies : In case of historical field of social studies in junior high school

社会系教科における「主体的・対話的で深い学び」と教科書記述 : 英国の中等歴史教科書SHP の検討を通して
鈴木 達也
IWANO, Kiyomi Faculty of Education 和歌山大学研究者総覧
FullText File
AA12779311.2.151.pdf 1.95 MB
DOI
10.19002/AA12779311.2.151
About This Article
Language
jpn
Start Page
151
End Page
158
Keywords
社会科授業
教科書記述
カリキュラム・マネジメント
Abstract
社会科授業における教科書の活用に関する研究の蓄積により、「教科書を活用して1 時間の授業をどのように構成するか」という問いに対して一定の学問的な成果が得られている状況である。本研究は、単元構成と授業における「対話」について、英国の中等歴史教科書SHP の紹介・分析を通して教科書記述のありようを考察した。結果、SHP においては課題解決のための問いの構造化と探究の方法の指導を組み込んだ単元構成になっていること、また、自己がもつ認識や価値観とは異なるそれらをもつ他者との協働により、「対話」のある授業になっていることが明らかになった。
Text Version
publisher
AA12779311.2.151.pdf 1.95 MB
Other Article
表紙
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