How do elementary school students recognize class standards?

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K02536
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09010:Education-related
• Research Institution: Kobe University
• Principal Investigator: Akagi Kazushige 神戸大学, 人間発達環境学研究科, 教授 (70402675)
• Co-Investigator(Kenkyū-buntansha): 下木 なつみ 神戸大学, 附属学校部, 特別支援学校教諭 (60901361)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 授業スタンダード / インクルーシブ教育 / 小学生

Outline of Final Research Achievements

The results of this research can be summarized into three parts. First, we clarified elementary school students' perceptions of lesson standards. Specifically, we found that children in higher grades express negative perceptions of class standards depending on the situation, and that this is related to the development of children's sense of rights. Second, we also clarified how teachers perceive the acceptance or rejection of lesson standards based on the results of elementary school students. Specifically, it was revealed that teachers basically showed an attitude in favor of class standards.
Based on the above, we discussed the promotion of inclusive education with a focus on regular classes.

Free Research Field

発達心理学

Academic Significance and Societal Importance of the Research Achievements

本研究成果の学術的意義は，以下の2つにまとめられる。1つは，現在，注目されている授業スタンダードについて批判的視点も含めて多角的な議論を行う知見を提供したということである。2つは，インクルーシブ教育，とくに通常学級の教育改革を進めるうえでの視座を提供するところにある。