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text, 紀要論文 / Departmental Bulletin Paper

令和2 年度に小学校5、6 年生において英語が教科となったが、依然として様々な課題が指摘されている。本稿では、小学校5、6 年生用の英語教科書をコーパスにする際の手順について検討する。具体的には、中村(2008) が示した方針に忠実に従って小学校英語教科書をコーパスにした場合と、その方針を緩めてコーパスにした場合の比較検討を行う。中村(2008) が示した方針に忠実に従って小学校英語教科書をコーパスにした場合でも、児童が学ぶ語彙をある程度把握できるかもしれない。しかし、実際に児童が教室で学ぶ可能性のある語彙の方が遥かに多いことが調査を通して明らかとなった。そのため、小学校英語教科書のコーパスを作成する際には、教科書に印刷されている語句表現だけでなく、児童が教室で学ぶ際に接する可能性のある語彙も考慮に入れるべきであると論じる。また、教科書に掲載されていないが、授業で学ぶ語彙をコーパスに加えるために、教科書準拠CDを利用した新たなコーパス作成法を提案する。

我が国の言語文化教育を新旧学習指導要領と対照させた結果、小学校段階では「触れる」レベルであったものが、「親しむ」「楽しむ」「理解する」レベルまで進展し、中学校では３年間を通じて「古典の世界に親しむ」に統一され、小学校からの系統性を一貫させた内容に改訂されていることを明らかにした。次に、現行の中学校国語科教科書の分析から、9 年間の伝統的な言語文化教育の中で定番教材が重複して学習されている現状と課題を突き止めた。この解決には、中教審答申の 6 点の枠組みの②「何を学ぶか」、③「どのように学ぶか」の観点が有効である。さらに、教員の教材中心の授業から学習方法中心の授業へと意識改革することが最重要であると指摘した。そして、「古典に親しむ」授業づくりのためには小・中・高等学校の12年間において、より系統的な教材の配置と指導が必要であり、またそれは各学校・各教員によって個々に策定する必要があると提言した。

This paper discusses improving and enhancing the education and instruction of Living Environment Studies. First, in the report published by the Central Council for Education on 21st December, Heisei 28 (2016), it analyzes “viewpoints and ways of thinking” in accordance with the characteristics of each subject. Next, in the section of Living Environment Studies in the Course of Study for Elementary Schools revised based on this report, the paper continues to analyze “viewpoints and ways of thinking” specific to Living Environment Studies. Focusing on three specific classes, this paper also presents an improved teaching plan for ideal classes. In this paper, to promote viewpoints and ways of thinking needed in Living Environment Studies, the review was made from the point of “subjective, interactive and deep learning” specific to Living Environment Studies.

This paper analyzes the revisions of the section of Social Studies in the Course of Study for Elementary Schools that were based on this report from three points of view: first, characteristics of largely modified goals; second, ＂subjective, interactive and deep learning＂ specific to Social Studies; and third, the issues related to teaching performance for Social Studies. Finally, this paper presents a wellimproved teaching plan for ideal classes, by focusing on＂subjective, interactive and deep learning＂ specific to Social Studies.

新学習指導要領は，教科等を学ぶ意義の明確化と教科等横断的な教育課程，社会とのつながりと各学校の特色づくり，子ども一人ひとりの農かな学びの実現，学習評価と条件整備などの一体的改善を求めている。各学校には，子どもの姿や地域の実情を踏まえた学校教育目標の設定，教育目標を実現するための社会に開かれた教育課程の編成，主体的・対話的で深い学びが成立する授業づくりなど，学校教育の改善・充実の好循環を生むカリキュラム・マネジメントが求められる。

2017年に小学校と中学校で新学習指導料が告示された．その中で最近の大規模災害を反映して教科横断的防災教育の重要性が言われている．その中で新学習指導要領の理科では，災害のメカニズムの理解を期待されている．新学習指導要領は現在の学習指導要領に比べて災害に触れるポイントが増加している．特に小学校では第4学年から雨水の流れについてふれる新項目ができた．これは気象分野とも連携して，第5学年の流水の働きへわかりやすくつながり，長雨などから洪水や侵食，土砂の移動などの理解につながるように工夫されている．中学校では自分たちの地域の地形・地質について学び，火山や地震について自然災害のメカニズムについてまで広く考えるように工夫されているため，防災教育的に前進しているが，学校現場での教材化には課題が残りそうで，地元の博物館やジオパークなどが学校と連携することが増えていくことが期待される．

This paper analyzes the report published by the Central Council for Education on 21st December, Heisei 28 (2016), from three points of view: first, reconstructing the framework presented as improvements and directions for the Courses of Study; second, organizing the framework of the curriculum based on the three pillars of quality and ability; and third, realizing “subjective, interactive and deep learning.” This article also analyzes the revisions of the section of Living Environment Studies in the Course of Study for Elementary Schools that were based on this report from three points of view: first, characteristics of largely modified goals; second, “subjective, interactive and deep learning” specific to Living Environment Studies; and third, the issues related to teaching performance for Living Environment Studies. Finally, this article presents a well-improved teaching plan for ideal classes, by focusing on“subjective, interactive and deep learning” specific to Living Environment Studies.

本稿は，平成24年度から継続して行っている富山大学人間発達科学部と附属学校園の共同研究プロジェクト「幼小中のつながりを意識しながら，造形教育で身につける力について研究する」の成果をまとめたものである。まず，表現技法としてのデカルコマニーを，美術史的文脈に位置づけた。次に，日本の美術教育史的観点から，その技法について触れた先行研究や実践書および教科書の内容を整理した。そして，デカルコマニーを用いた幼稚園から高等学校（高等専門学校）までの実践事例を紹介して，造形教育におけるこの技法の可能性を確認した。さらに，描画行為におけるデカルコマニー技法の取組の変化について校種ごとに分析した結果をまとめた。研究の成果として，デカルコマニーを造形教育で取り上げる意義を確認できたとともに，単に見たままを描く力を問われる絵画指導では得ることのできない表現の広がりを期待することができた。また，幼児から高校生に至るまで，この技法を用いることで表現すること自体に自信を抱かせることが可能であり，1960年代にすでに指摘されていたこの技法の持つ教育的意義を再確認することができた。, This paper is a result of a collaborated project of attached schools and the faculty of Human Development of the University of Toyama “Skills acquired through art education with links of kindergarten, elementary school and junior high school” from 2012.Firstly we review decalcomania technique in art historical context. Secondly we look at decalcomania practice in previous researches, technique manuals and textbooks in Japanese art education. Thirdly we describe our decalcomania practice in kindergarten, elementary, junior high and high school (Specialized vocation high school) so as to present the universal value of this technique in art education. Finally we analyze type of painting action of decalcomania at different degree to see the change through development stages.As a result decalcomania is valuable for art education sine it may provide broad expression than realistic sketching practice. And it makes children and students confident of their art expression. This reconfirms its educational value that was pointed out in 1960’s.

本調査研究では,改訂された体育の内容がどのように受け入れられているか等を明らかにするため,指導主事及び2地域の小学校体育担当教諭にアンケート調査を行い,179名から回答を得た.調査内容は,改訂に対する意見,学習指導要領解説の表記に係る意見,今後の体育学習の在り方に対する意見である.調査の結果,次の点が明らかになった. 1) 学習指導要領の改訂に対する意見としては,9つすべての項目で肯定的に捉えており,うち7つは大変高い支持率であった. 2) 学習指導要領解説の表記に係る意見としては,ほとんどの領域で理解できるという肯定的意見であった. 3) 今後の体育学習の在り方に対する意見としては,4項目のうち2項目が高い支持,2項目が低い支持であった., In main enumeration research, in order to show clearly how the contents of the revised physical education are accepted, the questionnaire was performed to the supervisor and the teacher specializing in elementary school physical education of two areas, and the reply was obtained from 179 persons. Survey contents are the opinion on revision, the opinion concerning the notation of government-guidelines-for-teaching description, and the opinion on the state of future physical education. The following point became clear as a result of investigation. 1) It was the approval rating which has caught the opinion on revision of the government guidelines for teaching in the affirmative by all nine items and in which seven of them are very high. 2) The opinion concerning the notation of the government guidelines for teaching was an opinion that people can understand in almost all domains. 3) The opinion on the state of future physical education had high support at two items, and was low support in two items., 報告(Report)

平成10年学習指導要領の改定では、学校週5日制や総合的な学習の時間が導入された。これに伴い小中学校では教科内容が従来に比べて3割程度削減され、これが児童生徒の学力低下をもたらしているという議論がある。教育内容の削減は、教科書の記述量にも反映されるが、一方で、教科書の表現自体が変化しているとの指摘がある。そこで、小学校理科教科書の体様のうち特に、図、表、絵、写真などの図画像表現がどのように変化してきたかを、昭和33年から平成10年までの40年間5期にわたる学習指導要領に対応した教科書について調査した。これにより、図画表現が占める割合が増加してきたことが定量的に確認された。また、理科における学年別、領域別の図画像表現の違いやその変遷が示される。, Revision of the Japanese Course of Study (COS) at 1998 brings the curriculum of 5 days a week and "Period of Integrated Study" to cultivate ways of learning and thinking. However, this revision causes nearly 30 % reduction of educational contents and learning period for each subject such as Science Education. It is also mentioned that the decrease of scholastic abilities occurs, since the COS has been continuousely revised for decades towords the reduction of educational contents. The styles and contents of textbooks in school education reflect this change of COS, especially the styles itself have changed drastically. We focus on the historical change of the styles of science textbook of elementary school, in particular the pictures, figures, photos, graphs and tables and the other images. We investigate 5 kinds of textbooks corresponding to the 5 kinds of COS of forty years from 1958 to 1998. It has shown quantitively that the ratios of the areas of images has been gradually increased, and we also discuss the subjects and grades dependence of the style of science textbooks.

In the previous report, we analyzed the teaching content in the field of food in elementary school home economics education based on home economics education textbooks used from 1961 to 2000 (40 years). In this sequel report, we examined practical teaching methods and future teaching subjects with regard to the field of food in elementary school home economics education. As materials, we used volumes ranging from Issue No. 6 (Feb. 1965) to Issue No. 4, Vol. 47 (Jan. 2005) of the Journal of the Japan Association of Home Economics Education and volumes ranging from Issue No. 2, Vol. 22 (Feb. 1948) to Issue No. 3, Vol. 79 (Mar. 2005) of Kateikakyoiku (Home Economics Education; a monthly magazine). The results are as follows. First, there were 73 papers dealing with the field of food of elementary school home economics education. In general, there were many studies mainly using questionnaires and relatively few studies based on historical review. Second, studies of teaching in the field of food of elementary school home economics education suggested that it will become increasingly necessary to compose subjects comprehensively from the viewpoint of people's daily lives in their homes. This is consistent with the objectives of the course of study that is currently in force. Furthermore, the following five points were considered as important viewpoints in implementing teaching: (1) emphasizing the independence of pupils; (2) pupils learning to solve their own problems; (3) implementation of comprehensive developmental learning; (4) relations among family and home; and (5) cooperation with other subjects, parents, and local residents. Third, the following five points were cited in discussions on future teaching subjects in the field of food of elementary school home economics education: (1) emphasis on independence to promote self-reliance of pupils; (2) pupils learning to solve their own problems; (3) comprehensive developmental learning; (4) teaching related to the family and home; and (5) teaching in cooperation with other subjects, parents, and local residents. These five points accorded with important viewpoints in implementing teaching.

The purposes of this study are to clarify the contents of teaching in the field of food in elementary school home economics education from the home economics textbooks and to examine actual teaching methods for those contents and for future subjects in teaching. This report addresses the former purpose. As materials, we selected 84 elementary school home economics education textbooks that were used in the 40 years from academic 1961 to 2000. The analysis results are as follows. First, changes in the number of pages assigned to each of the fields in the textbook were observed in the ranking of four fields; clothing, food, dwelling, home economics, and the field of food has been ranked at the top since academic 1980. Second, with regard to changes in the number of items assigned in the textbook to each section of teaching in the field of food, the ratio of the items was the highest for "cooking and exercise" from the beginning, accounting for more than 60. percent of the total, while the ratio was the lowest for "manners." Third, changes were observed in the teaching items and their contents in the field of food contained in the textbooks of academic 1980 and those of academic 1992; such changes occurred in connection with the revisions made in the 1977 issue and the 1989 issue of the course of study.

Life studies for the first and the second grades at primary school was introduced in academic year 1992 based on present "course of study" notified in 1989. Parks near primary school play important roles in "life studies" especially for the first grade. This study firstly observed roles of parks and secondly had a case study at Mizumoto Primary School in Muroran City. Desirable parks for "life studies" were made clear through both questionnaire to teachers and workshop together with pupils. New "course of study" also expects important roles of parks in "life studies".