Curriculum for Students with Physical and Multiple Disabilities That Emphasizes the Relationship Between Life Unit Learning and Special Activities ─ A Study on Practices That Incorporate Waldorf Education ─
| Jazyk: | japonština |
|---|---|
| Rok vydání: | 2023 |
| Předmět: | |
| Zdroj: | 札幌学院大学総合研究所紀要 = Proceedings of the Research institute of Sapporo Gakuin University. 10:35-42 |
| ISSN: | 2188-4897 |
| Popis: | 本研究では，現在の肢体不自由・重複障害のある生徒の教育課程について，シュタイナー教育の手仕事の実践を取り入れた生活単元学習「単元名 衣生活」を行うことで，どうすれば文部科学省の目指す個に応じた指導が可能になる教育課程を編成し実践することができるのか検討することを目的とした．8時間の単元計画と前半6時間分の指導案を作成した．生徒の習熟度に合わせて準備した3段階の教材や生徒の実態に合わせた教材教具を準備し，ICT教材も使用して授業を行った．その学習過程で，生徒は45分間集中して手仕事に取り組み続けることができ，一斉指導の中で同じ作品を制作することができた．「衣生活」の単元を，生活単元学習の前単元や特別活動「見学旅行」での学習と関連付けるように計画したことで，既習の学習内容から自分で課題を見つけるなど問題解決学習に結びつけることができた生徒もいた．同じ学習内容を異なる教科・異なる視点から学ぶことで，それは生徒の身近なものに変化して学習が深くなっていくのである．教師が生徒の実態を正確に把握することで，一斉指導（同じ教育課程）の中でも個に応じた適切な指導を行うことができる．このように肢体不自由・重複障害のある生徒の教育課程は，体験的な活動を取り入れて必要な支援を行いながら，各教科や領域と結びつけることで，個に応じた教育課程とすることが可能である．This study examined the problems of the current curriculum for students with physical disabilities and multiple disabilities based on previous studies. The purpose of this study was to examine how the Ministry of Education, Culture, Sports, Science and Technology can organize and implement a curriculum that would enable individualized instruction by conducting life unit learning, ‘module name clothing life’, that incorporates the practice of handwork in Waldorf education.An 8-hour unit plan and teaching plan for the first 6hours were created. We prepared three levels of teaching materials that matched the proficiency levels of the students and teaching materials and tools that matched their actual situations, and classes were conducted using ICT teaching materials as well. During the learning process, students were able to concentrate on the handwork for 45 minutes, and were able to create the same work during the simultaneous instruction. By setting a plan to associate the ‘clothing life’ unit with the previous unit of the life unit learning and learning in the special activity ‘tour’, some students were able to make connections with learning through problem-solving, which includes finding problems on their own from what they had already learned. By learning the same content from different subjects and perspectives, the content becomes familiar to students and their learning is deepened. Teachers can provide appropriate guidance according to each student even in simultaneous instruction (same curriculum) by accurately grasping the actual situation of the students. In this way, by incorporating experiential activities, providing necessary support, and linking each subject and area, an individualized curriculum can be created for students with physical and multiple disabilities. 教職研究 Pedagogy 論文 |
| Databáze: | OpenAIRE |
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