総合的な学習 / 探究の時間では何が学ばれているのか : 学生調査にみる指導の課題と可能性

What is ‘Being Learned’  in The Period for Integrated Studies?: Problems and possibilities for teaching derived from a student survey

Ogawa Mitsuhiro

Yamada Hiroyuki

Sasaki Ryuhei

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

Based on a retrospective survey of university students, this paper clarifies their perceptions about what was learned in the curriculum of The Period for Integrated Studies in Japanese high schools. Based on the results of the survey, we examined the kind of teaching that is necessary and effective. The results revealed the following: First, according to the learners’ experiences and perceptions, those who had more experience with the “presentation” method were more likely to experience improvement in the various skills that the curriculum aimed to develop. Second, it was observed that graduates from high schools that place more emphasis on preparing students to enter university tend to use the “presentation” method. These two points indicate that the “presentation” learning method plays an important role in the integrated studies curriculum in high schools. This finding emphasizes the importance of the “presentation” learning method and encourages teachers to employ it to attain the goals of the curriculum of The Period for Integrated Studies.

The Period for Integrated Studies

High school

Teaching

総合的な学習 / 探究の時間

高等学校

学習指導

jpn

広島大学大学院人間社会科学研究科

Copyright (c) 2021 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086