Structuring of A Theory on Curriculum-making Supporting Teachers' Proactive Practices regarding Collaborative Learning

2022 Fiscal Year Final Research Report

• Project/Area Number: 20K13849
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09010:Education-related
• Research Institution: Kyoto University of Education (2021-2022); Morioka College (2020)
• Principal Investigator: Fukushima Yuki 京都教育大学, 大学院連合教職実践研究科, 講師 (10826100)
• Project Period (FY): 2020-04-01 – 2023-03-31
• Keywords: 協同的な学習 / 協同学習 / 協調学習 / カリキュラム / 学級経営 / 文化－歴史的アプローチ

Outline of Final Research Achievements

The following four points are suggested in relation to how the curriculum should be designed to enhance and substantiate the quality of collaborative learning and evaluation. First, it is necessary to view collaborative learning within a holistic framework and to enhance its quality at the collective and community level involving artifacts. Second, it is one-sided to consider collaborative learning from an organizational perspective, and it is appropriate to address it in relation to educational objectives, goals, and content. Third, daily classroom management that supports collaborative learning must include the cultural-historical development of the physical environment as well as the relationships and organization of the classroom. Fourth, collaborative learning is enriched in a mutually beneficial linkage with "individualized optimal learning."

Free Research Field

教育方法学

Academic Significance and Societal Importance of the Research Achievements

2017年・2018年に改訂された学習指導要領のもとで、協働的な学習がいっそう重視されるようになった。しかし、授業展開の形式化を図る動向も相まって、教師が主体的に意思決定して協働的な学習を実践することができず、小手先の指導技術を追求する傾向も生じている。こうした事態に対して、本研究成果は、従来の協働的な学習の研究パラダイムに一石を投じるとともに、協働的な学習とその評価の質を高めるカリキュラムの在り方に具体的な示唆をもたらし、教師による実質的で主体的な意思決定を喚起する実践指針を発信するものである。