子どもの認知に着目した個別支援の授業づくり : 集団思考を促す中学校数学の教材研究と実践

Individual Support and The Lesson Planning based on the Children’s Cognitions: Kyozaikenkyuu for encouraging children’s collaborative learning in 7-grade Mathematics

Matsuo Nami

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

In this study, we analyzed the practice of 7-grade mathematics lessons and its Kyozaikenkyuu (studies of subject matter) from the perspective of children’s Cognitions. In those practice, we focused on individual support for a student. For the student, we planned a course of the support, and we choose the “Planning” and “Simultaneous” processes from 4 kinds of process to regard. In the lesson plan, the teacher describes concrete support plan for the student. “Simultaneous” process has strong connection between the “Successive” process and those processes complement each other. So we regard these two point evenly when we plan the supports. On the other hand, we realized that making “Simultaneous” process importance let the Kyozaikenkyuu deeply, and we could set clear goal in the lesson through those view. And we planed the supports of “Planning” process, those demand students the conscious choice of own strategy and the explanation of strategy each other. The supports presented in this practice is taken in the other grade’s or other subject’s lessons. We have to improve the supports about “Simultaneous” and “Planning” processes continually.

Individual supports and the Lesson Planning

Child’s Cognition

PASS Theory of Intelligence

個別支援の授業づくり

子どもの認知

知能のPASS理論

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039