知的障害のある児童の主体的な行動を促す生活単元学習の在り方 : 行事単元（劇づくり）の検討

生活単元学習を実践する上での今日的課題を整理し、単元を児童の主体性をもとに進めることとキャリア教育の視点を重視することの必要性を再確認した。この考え方に基づき、見通しの立ちやすさから形式的な展開になりやすい行事単元のうち劇づくりの単元学習について検討・考察した。検討の結果、児童の主体性をもとにして、児童自らが行動する単元学習の展開には「児童の考えが反映され可変性のある展開」「単元の目的や活動の対象を意識できる展開」「支援者としての教師の立ち位置」等が重要であることを見出した。

This study involved a review of the current issues arising in relation to the use of lifestyle unit-based learning and reaffirmed the necessity of proceeding with this mode of teaching, which was founded on children’s independence and from the perspective of emphasizing career-oriented education. Based on this concept, a unit of study involving creating a drama, one of several event units that tends to develop formally due to its predictable nature, was examined and discussed. As a result of this examination, it was found that factors such as “development in which students’ ideas are reflected and whose content can be changed,” “development where students can be aware of the purpose of the unit and the target of the activity,” and “the teacher’s role as a supporter” are critical for the development of a learning unit founded on students’ agency and in which the students themselves take action.