設計に込められた意図を身近な製品から読み取る分解・組立学習の提案

Disassembly and Assembly Activities for Learning to Read the Design Intentions for Familiar Products

向田 識弘

中等教育研究紀要

Bulletin of theory and practice in secondary education

[PISSN] 1349-7782

[NCID] AA12025729

本研究では，中学校技術科における製品の分解・組立活動を通した「開発者が設計に込められた意図」を考えるための学習を提案することを目的とし，それに基づいた授業を計画・実施し，その効果を検証した。製品の分解・組立学習の枠組みとして，「製品の理解」，「製品の分解・組立」，「製品の分析と評価」を構想した。また，学習に対応した教材の選定を行った。教材には，全国の中学校が無償で借りることができる掃除機の製品モデルであり，分解・組立が比較的容易である「ダイソンエンジニアリングボックス」を利用した。中学校2年生60名を対象にした実践から，9割以上の学習者が掃除機に組み込まれている技術の最適化について考えることができた。また，学習後の質問紙調査から，8割以上の学習者が掃除機の構造や仕組みを理解できたと肯定的に答えた。自由記述からは，「製品の分解・組立」，「問題解決」，「アイデアや発想」，「設計・製作」などに関する幅広い記述が見られた。実践の結果，学習者が「身近な生活や社会における問題解決の過程」や「多面的な設計要素から最適解を導く設計」に気づくことができたと推察できる。この実践では，学習者が製品の分解・組立活動を通して，「開発者が設計に込められた意図」を考えることができ，今後の“ものづくり”につながる学習として提案する。

This study proposes a lesson plan for learning to understand developers’ design intentions of familiar products through disassembly and assembly activities in technology education at junior high school. Lessons were planned and implemented, and the educational effect was verified. As a framework for disassembly and assembly learning, the following lesson modules were conceived: “understanding of products,” “disassembly and assembly activities,” and “analysis and evaluation of products.” Learning materials were selected to correspond to the learning activities, including the Dyson Engineering Box, which is a product model of a vacuum cleaner that can easily be used as a teaching material in disassembly and assembly activities. The educational materials can be freely borrowed by all junior high schools. The results of the study in 60 second-grade junior high school students show that more than 90% were able to think about the optimization of the technology incorporated in the vacuum cleaner. In addition, more than 80% of respondents to the questionnaire survey answered positively that they could understand the structure and mechanism of the vacuum cleaner after learning. The students’ free description responses included “disassembly and assembly of products,” “problem solving,” “creating ideas,” and “design and manufacture.” In conclusion, students were able to understand the process of problem solving in familiar life and society using designs that lead to optimal solutions from multifaceted design elements. Through this practice, students can understand the developer’s design intentions. This lesson plan is proposed for students’ learning leading to future technical education.

教育 [ 370 ]

日本語

広島大学附属中・高等学校

[ISSN] 1349-7782

[NCID] AA12025729