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Abstract
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本稿の目的は，同一作者の絵本を読む国語科において，「深い学び」を具体化するために，思考方法を検討し，読解だけでなく読書活動にも応じた発問を構想し，読み方や考え方の可能性を示すことである。本稿では，小学校第2学年の単元「スイミー」の中に絵本『スイミー』，『フレデリック』，『コーネリアス』を取り上げ，総合的な学習の時間に活用される「考えるための技法」と，発問に関する先行研究を援用して行った教材研究を示している。結果としては，「何と何とを関連付けて何を考えるのか」を具体化することにより，多様で視野の広い発問を構想することができた。本稿で示した思考方法と発問は，読む力とともに学びに向かう力，人間性等の育成にも資する可能性がある。
The purpose of this paper is to examine ways of thinking about embodying deep learning in a Japanese language course that reads picture books by the same author. Another goal is to plan questions that correspond not only to simply reading but also to reading activities. The other purpose is to show the potential power of reading and thinking. In this article, we will examine the picture books “Swimmy,” “Frederick,” and “Cornelius,” which are used in the unit “Swimmy” in the second grade of elementary school, with a focus on how skills to develop ways of thinking are used in a comprehensive study class. We also highlight research on teaching materials conducted with the aid of previous studies of methods of planning questions. As a result, we are able to envision various questions with a broad view. Toward the end, we look at how “what to associate with what and what to think of” are taught. The methods of thinking and planning questions presented in this paper may contribute to the development of the ability to read. They may also help to build the capacity to learn and cultivate personality.
Journal
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- 初等教育カリキュラム研究
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初等教育カリキュラム研究 8 25-36, 2020-03-31
初等教育カリキュラム学会
