「授業実践シート」を活用した生活単元学習の授業改善 : 指導と評価の一体化を目指して

本稿では、広島県立廿日市特別支援学校の令和２年度の研究テーマ「学習評価」に焦点を当てた教育研究に基づき、中学部の生活単元学習における実践をまとめた。本授業実践では、「授業実践シート」を活用し、単元を通して、授業改善のPDCA サイクルと教育課程の改善のPDCA サイクルをつなぐ枠組に基づき、指導と評価の一体化を目指して授業実践を行った。指導に当たっては、生徒自身が自ら課題を見つけ、目標を設定し、目標を達成するために考えて練習に取り組めるよう、「がんばりシート」を活用した授業実践を行った。また、タブレット型端末で練習の様子を撮影し、「がんばりシート」の目標や振り返りの記述の際に提示することにより、生徒が具体的に自分の課題や目標を見つけ、その目標に向かって練習に取り組むなどの変容が見られた。今後も、「個別の指導計画」の目標や「単元計画」の評価規準には、児童生徒に身に付けさせたい力を具体的に記載した上で、指導と評価の一体化を目指す必要がある。

In this paper, we have summarized the practices in the life unit learning of the junior high school based on the educational research focusing on the research theme “learning evaluation” of the second year of Reiwa of Hiroshima Prefectural Hatsukaichi Special Needs School. In this teaching practice, to take advantage of the “teaching practice sheet”, through the trading unit, based on the framework that connects the PDCA cycle of improvement of the curriculum and the PDCA cycle of lesson improvement, I was teaching practice with the aim of integration of teaching and evaluation. In teaching, the lesson practice using the “Perseverance sheet” was conducted so that the students themselves could find the tasks, set the goals, think and practice to achieve the goals. In addition, by taking a picture of the practice with a tablet terminal and presenting it when describing the goals and reflections on the “Perseverance sheet”, students can find their own tasks and goals and practice toward those goals. Changes such as working on were seen. In the future, it will be necessary to aim to integrate instruction and evaluation after specifically stating the abilities that children and students want to acquire in the goals of the “individual instruction plan” and the evaluation criteria of the “unit plan”.is there.