| Project/Area Number |
15K13231
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Hiroshima University |
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Principal Investigator |
MIMURA Mayumi 広島大学, 教育学研究科, 教授 (00372764)
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| Co-Investigator(Kenkyū-buntansha) |
吉富 巧修 広島大学, 教育学研究科(研究院), 名誉教授 (20083389)
伊藤 真 広島大学, 教育学研究科, 准教授 (70455046)
北野 幸子 神戸大学, 人間発達環境学研究科, 准教授 (90309667)
山中 文 椙山女学園大学, 教育学部, 教授 (10210494)
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| Co-Investigator(Renkei-kenkyūsha) |
ASAKURA Atsushi 広島大学, 大学院教育学研究科, 教授 (70304384)
OOSEDO Kazuki 広島大学, 大学院教育学研究科, 准教授 (20632821)
TANAKA Hiroyuki 安田女子大学, 教育学部, 教授 (40278966)
NAKAMURA Kazuyo 広島大学, 大学院教育学研究科, 教授 (20363004)
MATSUURA Taketo 広島大学, 大学院教育学研究科, 教授 (70457274)
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| Research Collaborator |
IKEDA Akiko
NAGASAWA Nozomi
ISHII Nobutaka
KAKE Shiho
KIMIOKA Tomochika
SAKATA Yutaka
NAKAYAMA Fumiko
HAYAMA Fumiko
HIROKANE Mutsumi
MATSUZAKI Shinichi
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2017: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2016: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 幼小接続カリキュラム / 資質・能力 / 教科の基盤となる資質・能力 / 幼小接続期カリキュラム |
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| Outline of Final Research Achievements |
The purpose of this study is to reveal qualities and abilities leading to foundations of subjects and establish a curriculum and methods to develop them in transitional education from kindergartens to elementary schools. We designed the transitional curriculum through exploring qualities and abilities leading to foundations of subjects and considering relation of each area in the Japanese national curriculum, the Course of study for kindergarten, on its analysis. Further, we derived requirements from interactive observations of activities/teachings, its discussions and mutual entry activity and teaching.
As a result, we found that the requirement for the transition is awareness reform among different kinds of schools’ teachers and the stem of the transition is power directed toward playing and power directed toward learning.
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