| Project/Area Number |
23330265
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Kumamoto University |
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Principal Investigator |
KAWANO JUNKO 熊本大学, 教育学部, 教授 (80380989)
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| Co-Investigator(Kenkyū-buntansha) |
TSURUDA Seiji 都留文科大学, 文学部, 教授 (30180061)
YAMAMOTO Etsuko 福岡教育大学, 教育学部, 教授 (20220452)
YAMAMOTO Shinya 熊本大学, 教育学部, 教授 (20145402)
SASA Hiroyuki 熊本大学, 教育学部, 准教授 (30315387)
WATANABE Sigeyosi 熊本大学, 教育学部, 准教授 (00230962)
FUJISE Taiji 熊本大学, 教育学部, 准教授 (30515599)
SAKASITA Reiko 熊本大学, 教育学部, 教授 (20178552)
YAMASAKI Hirotaka 熊本大学, 教育学部, 准教授 (20555768)
TAGUTI Hirotugu 熊本大学, 教育学部, 教授 (50274676)
SUMITA Masaru 熊本大学, 教育学部, 准教授 (40278594)
SHIMATANI Hiroshi 熊本大学, 教育学部, 教授 (10258337)
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| Co-Investigator(Renkei-kenkyūsha) |
UTIDA Nobuko 十文字女子大学, 特任教授 (70017630)
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| Project Period (FY) |
2011-04-01 – 2014-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥14,820,000 (Direct Cost: ¥11,400,000、Indirect Cost: ¥3,420,000)
Fiscal Year 2013: ¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2012: ¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2011: ¥8,840,000 (Direct Cost: ¥6,800,000、Indirect Cost: ¥2,040,000)
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| Keywords | 論理的思考力 / 幼小中連携 / 教科間連携 / 発達 / カリキュラム / トウルミンモデル / 論理的コミュニケーション / 表現力 / カリキュラム開発 / 幼・小・中連携 / コミュニケーション能力 |
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| Research Abstract |
The purpose of this study is to propose a curriculum through the cooperation among kindergartens, elementary and junior high schools and among subjects to foster the ability for logical thinking and ability to deliver. Social constructivism was introduced as a base theory for curriculum making. The survey method was mainly a qualitative study to understand the facts of development and learning through the learning history with a clinical approach. Regarding the national language education, a hypothesis was made on the development process of logical communication. This hypothesis was practiced and the curriculum was examined as a history and plan to foster the ability for logical thinking and ability to deliver. Furthermore, logical thinking ability was clarified, which was constant to all the subjects and unique to each subject.
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