| Project/Area Number |
18K02688
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09040:Education on school subjects and primary/secondary education-related
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| Research Institution | Fukuyama University |
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Principal Investigator |
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| Project Period (FY) |
2018-04-01 – 2022-03-31
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| Project Status |
Completed (Fiscal Year 2021)
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| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2020: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2019: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2018: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | グローバル・パートナーシップ / 多文化理解学習 / 多文化間イシュー教材 / ＮＩＥ（教育に新聞を） / デザイン思考 / 協働的アクションリサーチ / 対立・葛藤型教材 / 希望創造型教材 / 相互交流型教材 |
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| Outline of Final Research Achievements |
This research aims to develop the instructional materials that reflect multi-cultural issues. These are considered to be effective in fostering "global partnership," one of the qualities and abilities required in the rapidly evolving global era. The method, known as "collaborative action research," was carried out between Japan and the USA. The result obtained in this research is the following three points.
First, we have constructed a theoretical hypothesis on the new multi-cultural understanding study through the Japan-US collaborative action research. Secondly, based on the theoretical hypothesis, we have developed the multi-cultural issue materials of the following three story types; "mutual exchange type", "hope-creating type", and "conflict type." Third, we are able to try the research lessons using the developed materials at elementary and junior high schools in Japan and USA, and to demonstrate the effectiveness of the theoretical hypothesis and instructional materials.
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| Academic Significance and Societal Importance of the Research Achievements |
本研究成果の学術的・社会的意義としては，次の３点を指摘することができる。
第１は，７つの「Ｃ」を重視した「グローバル・パートナーシップ」を育成する，近未来の新たな多文化理解学習の理論仮説を提案していることである。第２は，教材の日米協働開発や日米両国での研究授業の実施とその評価という，日米間の人的ネットワークを活用した対話型の「協働的アクションリサーチ」（教育実践研究）という，新たな知の創造を目指した研究方法を取り入れていることである。第３は，「多文化間イシュー教材」の日米協働開発を通して，近未来のグローバル教員養成の課題にも応えようとする研究となっていることである。
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