小学校体育科での表現運動の実践 : 没頭度と感想文の分析による検証

In this study, in the expression movement unit, expression was practiced in the first half and rhythm dance was practiced in the second half of class at each hour as goal-free learning (Murata,2011),and the results were examined. In addition, in the expression, the theme was fireworks, wind, storm, typhoon, thunder, etc.as the teaching contents of the “Four Scraps”. In rhythm dance, there was an activity to create a group dance for the theme song.
As a result, the degree of immersion increased slightly during the unit, showing a high value during the unit. In addition, trial and error showed high values at the 3rd, 5th, and 6th hours, and tended to increase throughout the unit. Significant improvement was also observed in cooperation at the 2nd,3rd,6th,and 7th hours. In addition, all the values tended to improve throughout the unit.
On the other hand, the recognition of childrenʼs activities from the analysis of learning cards changed from “movement” to “expression” and “dancing”. This could be understood as the learning progressed from the stage of imitating others to the stage of expressing oneself and dancing as a work. This could be interpreted as being able to approach my own expression (Yanase,2019). These changes in cognition are thought to have been created by learning the Scraps in expression.