この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/39655
広島大学附属三原学校園研究紀要 6 巻
2016-03-28 発行
美術館との連携による主体的な学びを育む鑑賞授業のあり方 : 幼稚園児・小学生のためのミニ美術展の企画を通して
A Study of a Viewing Class to Make Junior High School Students Become Active Learners in Collaboration With a Museum : A Plan to Hold an Art Exhibition for Kindergarteners and Elementary School Pupils
Abstract
本研究は，美術科において，幼児期に育まれた豊かな感性と表現等の基礎の上に，小・中学校教育を通じて育成すべき資質・能力を明確化し，生徒が知識や内容を習得し，資質・能力を身に付けていく状況を見とることを目的とした。研究の方法としては，中学2年生が学芸員になって，園児・小学生を対象としたミニ美術展を企画・開催するため，主体的に問題解決に取り組むことができる題材を，美術館や国語科と連携して開発実践した。そしてタキソノミーテーブルにおける「認知」「精神運動」「情意」「メタ認知」の4領域および資質・能力の相互の関連を捉え，その評価方法を明示して指導し評価を行った。その結果，生徒は，生活や担会の中の造形や美術の働きへの関心を高めながら，主体的で創造的な学習活動に取り組み，資質・能力の高まりが確認できた。課題は効率的かつ，確実な評価方法の開発である。
Abstract
The purpose of this study is to specify qualifications and abilities based on students' feelings and expressions acquired during childhood to be fostered during elementary and junior high school. Additionally, this study aims to examine how students acquire knowledge and qualifications/abilities. In this study, a subject was set to make 8th graders become active participants as museum attendants in collaboration with a museum and Japanese teachers. In addition, they were asked to plan and hold a small art exhibition for kindergarteners and elementary school children. Then, teaching about relationships between taxonomy tables and qualifications/abilities were carried out and evaluated in this study. In this teaching, taxonomy tables with four areas which are "cognition'', "psychomotor", "emotion'', and ''metacognition" were employed. Findings reveal that students tend to have more interest in art, become active participants in learning activities, and increase qualifications/abilities.
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