Research on school education for developing powers of students to be self-reliant, cooperative, inquiring, and creative. : Practices in Tottori University Junior High School.
2015年度より，鳥取大学附属中学校では「自立し，つながり，探究し，創造する力の育成 ～『やりくり』のたとえば～」という主題，副題を掲げて研究を進めてきている。これまでの研究によって，問題に対して生徒が自ら思考し，工夫して解決していく授業の重要性について明らかになった。こうした授業をより意図的・計画的に行うために，授業設計のコンセプトとして，3 つのポイントを設定した。①提示する問題の解を非定型とする，もしくは解に向かうプロセスを非定型とすること。②教師の指示を最小限にし，生徒の思考の余白を生み出し，生徒自身の試行錯誤によって最適解を導き出させる支援をすること。③学習環境を現実場面に即したものにすること。これらを踏まえて各教科等で授業設計し，実践した。その結果，学校行事や学校生活全般において，生徒の自主性や創造的な態度が表出した行動が見られたため，設定したコンセプトによる実践の妥当性について考察した。/Since FY 2015, Tottori University Junior High School has been conducting research under the theme "Cultivation of students' powers to be self-reliant, cooperative, inquiring, and creative" with a subheading "Example of trial and error". We have clarified the importance of classes where students themselves think about deeply and solve problems by themselves. In order to make these classes more intentional and systematic, we set three points as a concept of class design: 1） Make the solution of the presented problem atypical, or make the process towards solution atypical. 2） With a minimum of instruction by teachers in order to create flexibility of the students' thinking, and provide support for deriving the optimal solution by trial and error by students themselves. 3） To make the learning environment more authentic. On the basis of these concepts, classes were designed and practiced for each subject. As a result, various autonomous and creative attitudes were seen in students' behaviors in various school events, school life, etc.; thus we considered those lessons with the concept initially established were effective and valid
