A Consideration of Subjective, Interactive, and Deep Learning in Elementary School Social Studies from the Perspective of Active Learning

鈴木, 円, Suzuki, Madoka

Bibliographic Information

Other Title

小学校社会科における「主体的・対話的で深い学び」に関する考察 ―「アクティブ・ラーニング」の視点をどう理解するかを中心に―
ショウガッコウシャカイカニオケル「シュタイテキ・タイワテキデフカイマナビ」ニカンスルコウサツ : 「アクティブ・ラーニング」ノシテンオドウリカイスルカオチュウシンニ

Search this article

Abstract

In December 2016, the Central Council for Education produced a report detailing the revisions to be made in the next Course of Study Guidelines. The report insists on “subjective, interactive, and deep learning” by means of “active learning.” 　　In this paper, the author examines how subjective, interactive, and deep learning in elementary school social studies should be promoted in the next Course of Study Guidelines. 　　In Japan, “active learning” has a different meaning than that in the United States. In Japan, it implies that there will be no traditional lectures. However, elementary and secondary school classes in Japan have always been “active,” and therefore, purely passive, lecture-style classes have seldom existed. Thus, the author believes that subjective, interactive, and deep learning, in elementary and secondary education, do not entail a shift to active learning per se, but to competency-based learning methods rather than content-based ones. Therefore, under the next Course of Study Guidelines, teachers will need to prepare a two-dimensional table of learning contents and competency according to the students’ developmental stage. The author provides an example of such a table for elementary school social studies.

Journal

Gakuen

Gakuen (920), 2-16, 2017-06-01

昭和女子大学近代文化研究所

Keywords

Details 詳細情報について

Export