生活科教科観の吟味・再構築を図る教員研修プログラムの開発 : 「生活科らしさ」の分析と議論

Development of a Professional Development Program to Promote the Reconfiguration and Exploration of Life Environment Studies as a View of the Subject : Analysis and Discussion of the “Essence” of Life Environment Studies

Watanabe Takumi

学習システム研究

本稿では，生活科を担当する教員の研修プログラムについて，その具体を含めて提案する。

研修プログラムの開発方針は，以下の通りである。研修目標は，異なる実践や意見の存在を把握させ，教師自身の省察を促すとともに，生活科教科観の吟味・再構築を図ることである。そのために，以下の３点に留意して研修内容を設定する。１点目は，教師自身の実践や意見，さらには，彼ら（彼女ら）が開発したプラン等を取り扱う。２点目は，生活科教育学における研究成果（学術論文など）を取り扱う。３点目は，優れた単元事例や実践映像を取り扱う。なお，単元事例に関しては，「自立の基礎を養う」という生活科における共通理念の下，異なる単元構成を持つものを複数設定する。研修は，単元事例や授業映像などの分析・議論を中心におこなう。

以上を踏まえて，実際に生活科教員研修プログラムを開発する。あくまでモデルであり，参加者のニーズやスケジュールに応じて，時間配分や内容を，追加・省略していく必要がある。研修プログラムの批判可能性を高めるために，社会科授業の開発研究で用いられる教授書の形式で作成する。

研修の展開は，次の通りである。導入部は，研修の目標を把握させた上で，「生活科を教える意味」，「生活科と関連科目・領域（幼児教育，総合的な学習，理科，社会科）との関係または違い」について検討する。展開部１は，「カリキュラム（生活科の年間計画・単元計画・授業計画）の事例分析→プラン開発→発表・議論」を通して，カリキュラムにおける他の選択肢の存在を把握する。展開部２は，「指導事例（授業映像）の分析→指導（模擬授業）の実施→実施（録画）した指導の発表・議論」を通して，指導における他の選択肢の存在を把握する。終結部は，研修の総括をする。また，研修自体に対する評価をおこなわせる。

本プログラムは，一連の研修を通して，「生活科らしさ（＝本質）」を分析・議論していくものとなっている。このような教科教育学的な研修が，生活科教育においても求められるのではないか。

This paper proposes a training program for teachers in charge of life environment studies (LES), including a discussion of the relevant particulars.

The development policy for the training program is as follows. The objective of training, in addition to fostering an understanding of the existence of alternative opinions and practices and encouraging reflection on the part of teachers themselves, is to promote the reconfiguration and exploration of how LES is viewed as a curricular subject. For this purpose, the substance of the training program has been set bearing in mind the following three points. The first deals with the opinions and practices of the teachers themselves as well as the plans and other materials developed by them. The second deals with research findings (e.g., academic articles) in the field of LES pedagogy. The third deals with excellent unit case studies and practice-oriented videos. Moreover, I will prepare multiple unit case studies with different unit configurations based on the common LES philosophy of “cultivating the foundations of self-reliance.” Training will be conducted with a focus on analysis and discussion of materials including the unit case studies and lesson videos.

Based on the above, I have developed an actual professional development (PD) program for LES. The program is ultimately a model, and its time allocation and contents will require changes depending on the needs and schedules of the participants. To enhance possibilities for critiquing the training program，it has been prepared in the format of a syllabus for use in the developmental study of social studies teaching.

The progression of the training is as follows. In the Introduction, after imparting the training objectives, participants study “Why Teach LES?” and “Relationships and Differences between LES and Related Subject Areas (Early Childhood Education, Integrated Learning, Science, and Social Studies).” In Stage 1，participants will gain an understanding of the existence of other options in the curriculum through the following process: cases study analyses of curriculums (year, unit, and lesson planning for LES), followed by plan development and by presentation and discussion. In Stage 2, participants will gain an understanding of the existence of other options in teaching through the following process: analysis of lesson videos, followed by teaching implementation (mock lessons) and by the presentation and discussion of recorded teaching implementations. The Wrap-Up will summarize the overall training program. In addition, participants will also be asked to conduct an evaluation of the training program itself.

This program, through a series of training exercises, is intended to facilitate the analysis and discussion of the essence of LES. We believe that this sort of curricular and pedagogical training is also required in the field of LES education.

生活科

教科観

単元

教員研修

教科教育

Life Environment Studies

Views of the Subject

Units

Professional Development

Curriculum and Instruction

Education [ 370 ]

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学習システム促進研究センター (RIDLS)

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[ISSN] 2189-9487