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Graduate School of Teacher Education Wakayama University bulletin of Course Specializing in Professional Development in Education 3
2019-03-25 発行

How to make classes that students can advance by themselves while connecting their opinions and ideas : About class to bring up problem solution ability by interactive learning

子どもがつなぎ、子どもがつくる授業実践 : 対話的な学びから生まれる問題解決の力
KISHI, Toshihide researchmap
MAEDA, Syun
FullText File
AA12779311.3.29.pdf 1.42 MB
Self DOI
10.19002/AA12779311.3.29
About This Article
Language
jpn
Start Page
29
End Page
36
Keywords
学習指導要領
対話的な学び
深い学び
問題解決の力
思考力・判断力・表現力
Abstract
現行の学習指導要領では新たに「対話的な学び」の視点が盛り込まれ、深い学びに至るプロセスとして対話的であることの意義が重要視されている。授業の中で、子ども同士が互いの考えや思いを出し合い、つなぎ合い、練り合う学習活動できれば、確かに子どもたち個々の学びも深くなる。特に学習の中で子どもたちに身につけさせたい問題解決の力（思考力・判断力・表現力等）は、このような対話的な学びの中でこそ培われる。本稿では、「子どもたちが“つなぐ” “つながる”“つくる”たのしい授業の実現」を授業実践の柱とし、授業づくりに取り組んでいる和歌山市立四箇郷北小学校（以下　四箇郷北と略）の実践を例に挙げ、子どもたちのもつ問題解決の力が、授業中の子ども同士の関わり合いによって大きく向上していることに触れ、今後私たちが目指すべき授業づくりについて論述した。
Category (Wakayama)
370 Education
Text Version
publisher
AA12779311.3.29.pdf 1.42 MB
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