この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/40428
中等教育研究紀要 62 号
2016-03-31 発行
知識と技能の統合を目指した授業の実践 : 英語，数学の合同授業を通して
A study on the lesson aimed at solving a problem with knowledge and skills acquired through every-day lessons : An Integrated Lesson between English and mathematics
Abstract
本研究は，2つの教科（英語と数学）の合同授業を行うことで，学習した知識と技能を統合させることが目的である。実施に向けた準備として，英語，数学で習得させたい知識や技能をあげて，授業を構成した。授業では，「4つの宇宙船はどこに着地したか」という問いに始まり，英語による情報交換，情報を整理して問題解決するなどの活動を行った。本稿は，授業記録や生徒の感想をもとに，授業実践の成果と課題について述べ，知識と技能を統合させる授業の可能性を探るものである。
Abstract
In this study, an integrated lesson between two academic subjects, English and mathematics, was developed and analyzed.
In the lesson, a mathematical problem was presented with the question being “Where have four spaceships landed on the map”? The lesson was conducted in the form of information-gap and problem-solving activities. To solve the problem, two types of information were exchanged orally across groups. With regard to the medium the learners used, they were allowed to use Japanese in within-group discussions; however, in interactions between groups, English was the only medium they used. After the interaction session, the learners solved the geometric proof problem with the information they originally possessed and with the information they obtained through interaction.
Later, the lesson was analyzed from the viewpoint of both foreign language and mathematical educations. From the former point of view, it was suggested that the integrated lesson offered the learners a place where they can actively participate in communication activities. It was also suggested that the lesson would also provide the learners with the opportunities to improve their language skills in everyday-lessons, with which learners can actively participate in communication activities of the kind discussed in this study. From the latter point of view, the learners’ performance was analyzed in terms of logical inference. Through the analysis, it was suggested that working in small groups was effective in order to solve the mathematical problem. However, it was difficult for the learners to formally prove the locations of the ships with mathematical induction; they simply describe the conditions necessary for the inference.
In the lesson, a mathematical problem was presented with the question being “Where have four spaceships landed on the map”? The lesson was conducted in the form of information-gap and problem-solving activities. To solve the problem, two types of information were exchanged orally across groups. With regard to the medium the learners used, they were allowed to use Japanese in within-group discussions; however, in interactions between groups, English was the only medium they used. After the interaction session, the learners solved the geometric proof problem with the information they originally possessed and with the information they obtained through interaction.
Later, the lesson was analyzed from the viewpoint of both foreign language and mathematical educations. From the former point of view, it was suggested that the integrated lesson offered the learners a place where they can actively participate in communication activities. It was also suggested that the lesson would also provide the learners with the opportunities to improve their language skills in everyday-lessons, with which learners can actively participate in communication activities of the kind discussed in this study. From the latter point of view, the learners’ performance was analyzed in terms of logical inference. Through the analysis, it was suggested that working in small groups was effective in order to solve the mathematical problem. However, it was difficult for the learners to formally prove the locations of the ships with mathematical induction; they simply describe the conditions necessary for the inference.
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