小学校における交流及び共同学習の現状と課題に関する研究 : 教科におけるアクティブな「協同」学習を目指して

これまで、交流及び共同学習の実施状況については、音楽、体育や行事、給食、清掃などが主であり、国語、算数等の教科学習での交流は少ない。教科の特性として系統的・理論的な学習内容であれば、日常的に交流を行いにくいためと考えられる。そこで本研究では、①どのように計画的な交流が行われたか、②どのように交流先の児童に障害のある児童の理解を促したか、③教科特性と合わせて学習内容がどう展開されたか、④共に学ぶことで教科のねらいに迫れているか、⑤相互のかかわりと双方の学習目標達成の両方を目指した活動を可能とするものは何か、の５つの観点から交流および共同学習の実践事例を分析し、現状と課題について考察した。その結果、ほとんどの事例が交流の側面のみに着目しており、共同学習の側面まで踏み込んで交流及び共同学習を取り扱っていなかった。今後は、学力のみならず、他者とのやりとりなどの社会的スキルに関する介入も同時に行う「協同学習」の側面を交流及び共同学習に取り入れ、学習場面におけるやりとりのスキルを向上させることで学習内容の習得をより促進させることができる可能性が高い。

Until now, exchange activities and collaborative learning have been mainly implemented in music, physical education, school events, school lunch, cleaning, etc.; however, there are few exchanges activities and collaborative learning that has been implemented in core subjects such as Japanese language and mathematics. It is thought that if it is systematic and theoretical learning content as the characteristic of the subject, it is difficult to make exchange regularly. Therefore, in this research report, the following five components are investigated through research reviews: 1) how exchange activities and collaborative learning were planned, 2) how to encourage children in regular classrooms to understand children with disabilities, 3) how learning contents were developed by considering the characteristics of the subjects, 4) whether the goals and objectives of the subjects, units, or classes were achieved by students with and without disabilities learning together, 5) what makes it possible to engage in activities aiming at both mutual engagement and achievement of learning objectives from the viewpoint of exchange and collaborative learning. The authors analyzed the practices on exchange activities and collaborative learning and examined the present situation and issues. As a result, most cases focused only on the aspect of exchange and did not deal with exchanges and collaborative learning by stepping into the side of collaborative learning. In the future, not only academic achievement, but also intervention on social skills should be implemented at the same time. Incorporating aspects of“ cooperative learning” into exchange activities and collaborative learning, will enhance learning of students with and without disabilities by improving interaction skills in learning situations.