知的障害児における繰り下がりのある減法の習得過程

本研究では、知的障害児が繰り下がりのある減法を習得する過程を分析し、指導との関連を検討することを目的とした。対象は、小学校知的障害特別支援学級に在籍する６年生の女児１名。指導は、算数の時間に計７回実施した。指導では、お金の種類についての学習、1000円は100円９枚と10円10枚に両替できること、解答が誤答の場合は、なぜ間違えたのかについてその理由を児に尋ねることなどを行った。半具体物を用いて1000－（商品代）を示した後、具体物を操作しておつりを計算するよう求めた。分析は、教師が提示した問題に対する児の解答の正誤、誤答の場合は、児が誤答に至った理由を言語化した内容、解答にかかった時間をもとに行った。その結果、1000－３位数のうち、減数の百の位および十の位が０以外で一の位が０の問題について、第５回目までは誤答が続いたが、第６回、第７回は正答となり、解答に要した時間も短くなった。半具体物を用いた式の提示、および、児が具体物の操作をして解答したことにより、10の補数概念が促進され、繰り下がりのある減法の理解につながったと考えられた。The purpose of this study was to analyze how children with an intellectual disability acquire subtraction calculation with borrowing using concrete objects. The subject was one girl in the 6th grade who is enrolled in a special needs class at an elementary school. 7 guidance sessions were given during math class. Guidance consisted of learning about types of money and how 1000 yen is made up of 9 100-yen coins and 10 10-yen coins. If a wrong answer was given, the reason for the wrong answer was inquired of the subject. Using semi-concrete objects, equations 1000 - (merchandise price) were shown and the subject was asked to calculate the change using concrete objects. Analysis was conducted based on the right or wrong of the subject’s answer to the problem given by the teacher, verbalizing the process of the subject’s reaching the wrong answer, and the time it took to reach the correct answer. As a result, of the equations 1000 - a 3-digit number, for problems in which the subtracting number was 3 digits or 2 digits other than 0, 1 digits was 0, wrong answers were given until the 5th time. However, right answers were given for the 6th and 7th time and the time required to reach the correct answers decreased. By presenting the equation using semi-concrete objects and by the subject reaching the answer using concrete objects, the concept of tens complement was promoted, leading to the understanding of subtraction calculation with borrowing

Review of global teacher lecture development training for the realization of symbiotic society: Taking into consideration the development of lessons in special support class and normal curriculum class can collaborate

本研究では，教育のグローバル化や共生社会の実現に向け，児童の個別教育ニーズに対応するための教員研修に着目し，教員間の共生関係や教師の力量形成につながる研修を実施した。研究の３年目にあたり，第２段階である複数学級編成の児童に対して，特別支援学級と通常学級の教員が協力して授業開発し，実践・協議を行った。その協議会では，授業における児童の学び合いやかかわりについての議論が中心となり，その代案ついても話し合いが行われた。また，授業者においても協議における多面的な見方・考え方から，新たな課題に気づくことができたことからも，研修の有効性を明らかにすることができた。今後の課題においては，児童の学び合いやかかわりについて，質を高めていく授業デザインを検討していく必要がある。This study focused on globalization and inclusive society by focusing on training programs designed to correspond towards demands of individual tutoring needs and conducting of training programs for teachers to develop stronger teaching skills as well as socializing ability between other teachers. In the third year of the research, special support classes and regular class faculty members cooperated with the second stage, multi-class organization children, to develop lessons, practice and consultation. Discussions on learning and engagement of students in classes focused mainly on discussions at the council, and discussions on alternatives were also held. In addition, it was possible for the lesson to clarify the effectiveness of the training also from being able to notice the new task from the multifaceted viewpoint and way of thinking in consultation. In the future tasks, we need to consider class design to improve the quality of learning and engagement of children

A Study of Educational Practices that Establish Connections between Learning, Based on the Instructions that Combine Subjects and the Subject-Specific Guidance, in Special Support Classes for Students with Intellectual Disabilities

本研究では、先行研究および学習指導要領を参考に、知的障害教育実践について各教科等を合わせた指導および教科別の指導に関する学びのつながりの概念図を作成した。次に、知的障害特別支援学級担当教員が実施する各教科等を合わせた指導と教科別の指導の授業参観、および、教員へのインタビューを行い、授業の意図から「つながり」と「往還」について考察した。教員は教科別の指導の内容を各教科等を合わせた指導で発揮したり、各教科等を合わせた指導での体験を教科別の指導に具体的な場面として扱ったりして「つながり」を意識した授業を実践していることがわかった。児童生徒が教科別の指導で学んだ見方・考え方を各教科等を合わせた指導で発揮する過程において、学びが十分でない場合には、再度、教科別の指導で内容が深化するよう指導し、各教科等を合わせた指導において生活で活用できているかを確認する往還的な実践が必要となる。In the present study, with reference to school curriculum guidelines as well as previous studies, a conceptual diagram was created with regard to connections between learning based upon the Instructions that combine subjects and the subject-specific guidance, which address educational practices for students with intellectual disabilities. Next, classes taught by teachers at special support classes for students with intellectual disabilities were observed and teachers were interviewed. Based on the ways in which the instructions that combine subjects and the subject-specific guidance were practiced as well as the intentions of the classes, “connections” and “going back and forth” were considered. Teachers offered classes with an awareness of such connections by putting the subject-specific guidance content to use in the instructions that combine subjects. They also specifically addressed their experiences with the instructions that combine subjects through the subject-specific guidance. In the process of demonstrating the “ways of seeing and thinking” learned in the subject-specific guidance in the instructions that combine subjects, if students do not learn enough, they are instructed again to deepen the content through subject-specific guidance. Then there needs to be a “going back and forth” to see if the students can apply what they have learned in their daily lives

A study of training programs designed for teachers who provide education in a globalizing society : Lesson development and delivery based on the principles of inclusive teaching

本研究では，教育のグローバル化や共生社会の実現に向け，教育現場における子どもたちの個別教育ニーズに対応するための教員研修に着目し，教員間の共生関係や教師の力量形成につながる研修方法について検討した。その結果，特別支援学級と通常学級の教員の連携によって互いの専門性を生かし力量を高められる授業開発研修のモデルを明示できた。また，授業開発方法を類型化し，その一部を個別に実施できた。今後は，他の授業開発方法の類型も実施し，構築した研修課程に沿った系統的な研修を行い，研修課程モデルの吟味・検討を続けていく。This study focused on teacher training methods aimed at developing the teaching and socializing skills of teachers. It also examined teachers’ ability to meet the challenges of one-on-one teaching in global education and to adapt to a multicultural society. Consequently, a prototype model of training system, which encouraged the advancement of skills via cooperation of teachers from special support classes and compulsory educational institutions, was developed with the aim of allowing the teachers to learn about each other’s specialties. In addition, the structuring procedure for the teachers’ classes was systematized, and tutoring classes were conducted on an experimental basis with individuals. In future, the aim is to classify and systematize more classes in line with teaching methodologies and teacher-training goals as well as to develop successful teaching models