A Study on Proactive, Interactive and Authentic Learning in the Period for Integrated Studies: For Dialogue with Diverse Others

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  • 「総合的な学習の時間」における「主体的・対話的で深い学び」に関する 一考察　― 異なる多様な他者との対話の実現に向けて ―
  • 「 ソウゴウテキ ナ ガクシュウ ノ ジカン 」 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 イチ コウサツ : コトナル タヨウ ナ タシャ ト ノ タイワ ノ ジツゲン ニ ムケテ

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Description

This article examines the nature of dialogue and discussion, and some issues in class. Chapter I summarises the purpose of the Period for Integrated Studies appeared in 1998. We then examine the significance and the problems on “proactive, interactive and authentic learning” based on the characteristics of modern society. Chapter II investigates the significance and basic problems of dialogue and discussion in relation to learning activity in the Period for Integrated Studies from the perspective that the core task is to understand interactive dialogue as learning activity. We also define the construction of dialogue and discussion and explore the indispensable conditions needed to realise them. Chapter III examines these conditions and issues in the realisation of dialogue from a perspective that considers others in education. Finally, Chapter IV shows a case study of the Period for Integrated Studies lessons at a junior high school, which reveals an actual dialogic manner among students and suggests teaching issues related to dialogue.

Journal

  • 人間健康学研究

    人間健康学研究 2 31-44, 2019-12-26

    広島文化学園大学人間健康学部

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