Departmental Bulletin Paper 道徳科授業への「内容の改善」と「指導方法の工夫」の取り込み -学習指導要領一部改正に対応する道徳科授業をめざす-
Improving moral education class as required by the Revised Course of Study:  with emphasis on students’ stages of moral development and active-learning

角谷, 昌則  ,  佐藤, 修司  ,  KAKUTANI, Masanori  ,  SATO, Shuji

38pp.155 - 164 , 2016-03-31 , 秋田大学教育文化学部附属教育実践研究支援センター
 本稿は,学校教育法施行規則の一部改正により「特別の教科」となった道徳授業のあり方に関し,学習指導要領で特に強調されるようになった,子どもの「発達段階」に応じること,および「指導上の工夫」を加えることの2 点の内実を,実践的な文脈で解き明かしてゆくものである.一部改正前の学習指導要領においてもこの2 点は言及されていたが,学習指導要領一部改正後は,生徒間の道徳性の発達段階や特性における‘差異’を教師が捉え,その違いをもって問題解決的な言語活動を活発に展開することに,この2 つの点の積極的な意義があると解される.ただその実現のためには,生徒の発達段階や特性の違いを的確に捉え,かつ効果的な言語活動の土台となる学級づくりの力量が,教師に備わっていることが鍵となるのである.
Japan’s revised Course of Study(Gakushu shidoyoryo)particularly insists that the moral classteaching should be reorganized by correspondingto the different developmental levels of moralityamong children and also by introducing the activelearning.This paper argues how these two pointscan be successfully achieved at Japanese juniorhigh schools.Our Moral, or “Watashitachino dotoku”, a newworkbook the Ministry of Education introducedbefore the revision, was a well-designed and easyto-use material in terms of organizing a moralclass with a plenty of students’ activities involved.With this workbook, together with the previousCourse of Study, it seems that there is no strongreason to insist those two points in the new Corseof Study.This paper, however, reveals the significance ofunderlining the two points that the differences inmorality, values and characters among children canbe considered and deliberately used as vital factorsto stimulate thinking and promote discussionsamong students. This will allow teachers to realize‘thinking and discussing’ moral class the Ministryof Education intends to achieve.This paper also points out that teachers arerequired to be capable of properly understandingsuch differences in order to apply them to theclass and maintain good human relations betweenteachers and students and also among themselvesfor effective discussions. This is indeed a matter ofhow well teachers observe and organize studentsin daily school life situations; the success andfailure of moral class depends on the quality ofmanagement of the class.

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