紀要論文 小学校音楽科の学習事項の配列に関する教育工学上の課題 -教科書に掲載された初出時期の比較から-
Problem related to the educational technology about learning matters arrangemant of the primary school music department: From the comparison to the first appearance timing in the school textbook

石原, 慎司  ,  ISHIHARA, Shinji

内容記述
音楽科の学習指導要領は戦後の〈試案〉から今日に至るまで,記載内容が「曖昧」であり,その結果,学校現場への影響として,読譜力が身に付かないことへの因果関係も指摘されている.さらに,当然この曖昧さは教科書にも影響を及ぼすことにもなるのだが,各社教科書間でどのような違いが生じ,また,そこからどのような課題が発生しているのかについては明らかではなかった.そこで,様々な学習事項の初出が表れる学年を教科書間で比較・検証した.その結果,初出の学年が各教科書で異なったり,一方でしか扱われない事項が散見された.また,系統的・段階的な学習が停滞していたり,学習深度や到達地点が大きく異なるといった事象もあった.学習内容をどの学年で教えるのか,各教科書間で不一致である現状は,教師の責任の所在を不明確にするような教育工学的作用が働き,結果的に学習内容の指導の不徹底な分野を生み出し続ける素地となっている可能性がある.
The government course guidelines for music departments are “ambiguous” and have remained so since tentative drafts were prepared after WWII. The impact of this ambiguity in the school setting is reportedly the cause for students not learning the method of reading music. This ambiguity has naturally also impacted textbooks; however, differences between textbooks from different companies and the problems arising from these differences remain unclear. Therefore, the academic years in which various learning guideline items made their first appearance were compared and examined between the different textbooks. The results indicated that the academic years in which certain items first appeared differed between textbooks; further, certain items that were only handled in one manner could be observed in various places. Moreover, systematic/step-by-step learning was stagnant; large differences in the depth of learning and aspects covered by the textbooks were also observed. Currently, all textbooks are inconsistent with regard to the school year in which certain academic content should be taught; therefore, the precise area of the teacher’s responsibility remains unclear. This sort of effect on education design is potentially the result of a foundation that continually produces areas of inconsistencies in the teaching of academic content.
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