type:Article

本稿では、子どもの自己評価能力を伸ばすうえで、「振り返り」(短期的な感想文法)がどのような役割を担いうるのかについて、主に安彦忠彦が示した「教育学的研究」の視点から検討した。近年、日本の学校教育では、主体的に学びに向かう力や態度の育成が目指され、子ども自身が自らの学びについて自己評価する「振り返り」の重要性が増している。しかしながら、先行研究では、「振り返り」が自己評価として十分に機能していないのではないと指摘されている。そこで本稿では、子どもが自己の学習について適切に自己評価するための「振り返り」が、具体的な実践の中でどのように実現可能であるかを、小学校5年生の「振り返り」指導の参与観察をもとに分析した。1年間を通した「振り返り」指導の成果は、(1)関係的思考力・表現力の育成、(2)生活への知の埋め戻し、(3)対話的な学級文化の形成の3点であった。

This paper investigates the significance of “Furikaeri" (the practice of reflective writing in Japanese schools) in developing children's self-evaluation skills, particularly from the perspective of “pedagogical research" based on Tadahiko Abiko's theory. With the recent emphasis in Japanese school education on developing children's agency and their attitude and disposition towards learning, the role of reflective writing for children to self-evaluate their own learning has become increasingly important. However, prior research has suggested that reflective writing practices in Japanese schools are not sufficient for self-evaluation. Thus, this study examines the practical feasibility of using reflective writing to help children accurately self-evaluate their learning, based on our participant observation of the instruction of reflective writing in a 5th-grade elementary school class. The findings suggest that the effective implementation of reflective writing in developing children's self-evaluation capabilities are the followings: (1) The cultivation of skills in relational thinking and expression; (2) the reintegration of knowledge into their daily life; and (3) the creation of an interactive and dialogic classroom culture.