Norihiro MUKAIDA

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type:text Since the establishment of the subject in 1999, the objectives and content of the high school information studies course have been revised twice, and the subject has been established as a subject area to be learned by all high school students enrolled in the revised Courses of Study in 2018. In this paper, we examine the educational content of information studies by analyzing the changes in the instructional elements of information studies. We analyzed the correspondence of the instructional elements of in the relevant documents published in 1999, 2009 and 2019. We found that words such as “data,” “design,” “science,” “programming,” “morals,” “manners,” “limits,” and “devices” were new in the instructional elements of “Information I.” In addition, from the instructional elements included in “Information I,” the instructional elements related to programming and data utilization were strengthened, and the three components of “Information Utilization ability” were comprehensively placed in relation to each other.

ISBN:9780648089230

type:text 本研究では，中学校技術科における製品の分解・組立活動を通した「開発者が設計に込められた意図」を考えるための学習を提案することを目的とし，それに基づいた授業を計画・実施し，その効果を検証した。製品の分解・組立学習の枠組みとして，「製品の理解」，「製品の分解・組立」，「製品の分析と評価」を構想した。また，学習に対応した教材の選定を行った。教材には，全国の中学校が無償で借りることができる掃除機の製品モデルであり，分解・組立が比較的容易である「ダイソンエンジニアリングボックス」を利用した。中学校2年生60名を対象にした実践から，9割以上の学習者が掃除機に組み込まれている技術の最適化について考えることができた。また，学習後の質問紙調査から，8割以上の学習者が掃除機の構造や仕組みを理解できたと肯定的に答えた。自由記述からは，「製品の分解・組立」，「問題解決」，「アイデアや発想」，「設計・製作」などに関する幅広い記述が見られた。実践の結果，学習者が「身近な生活や社会における問題解決の過程」や「多面的な設計要素から最適解を導く設計」に気づくことができたと推察できる。この実践では，学習者が製品の分解・組立活動を通して，「開発者が設計に込められた意図」を考えることができ，今後の“ものづくり”につながる学習として提案する。 This study proposes a lesson plan for learning to understand developers’ design intentions of familiar products through disassembly and assembly activities in technology education at junior high school. Lessons were planned and implemented, and the educational effect was verified. As a framework for disassembly and assembly learning, the following lesson modules were conceived: “understanding of products,” “disassembly and assembly activities,” and “analysis and evaluation of products.” Learning materials were selected to correspond to the learning activities, including the Dyson Engineering Box, which is a product model of a vacuum cleaner that can easily be used as a teaching material in disassembly and assembly activities. The educational materials can be freely borrowed by all junior high schools. The results of the study in 60 second-grade junior high school students show that more than 90% were able to think about the optimization of the technology incorporated in the vacuum cleaner. In addition, more than 80% of respondents to the questionnaire survey answered positively that they could understand the structure and mechanism of the vacuum cleaner after learning. The students’ free description responses included “disassembly and assembly of products,” “problem solving,” “creating ideas,” and “design and manufacture.” In conclusion, students were able to understand the process of problem solving in familiar life and society using designs that lead to optimal solutions from multifaceted design elements. Through this practice, students can understand the developer’s design intentions. This lesson plan is proposed for students’ learning leading to future technical education.

type:text 教育実習は教員養成における教科に関しての専門的知識，実践的指導力の育成に大きく関わると考えられている。また，単数の専任教員が指導する技術科において，大学・学部と学校現場の連携は非常に重要である。本研究では，教育実習における技術科教員養成のための体系的な指導方法を検討・試行することを目的とし，到達目標および指導方法の検討と，学生が教育実習時に自己評価するための「授業評価チェックシート」を開発した。授業評価チェックシートは，技術科の教育実習で身に付けられる実践的指導力を整理し，授業観察，学習指導案の作成，模擬授業，授業実践時に用いることができるように構成した。そして，この授業評価チェックシートを用いた指導方法を附属学校で統一し，教育実習関連科目での観察実習や授業実践の場面で実践した。その結果，２期制の教育実習において，附属学校教員がそれぞれの到達目標や方法をもとに学生に指導することができ，それぞれの学校で一貫した指導ができた。「授業評価チェックシート」を用いることで，技術科教員として身に付けるべき資質や能力を学生が自己分析することができ，実践的指導力の向上に貢献できると考えられる。 The purpose of this study is to examine the teaching method for student teachers of technology in teaching practice. We developed a “Lesson Evaluation Check Sheet” for student teachers of technology to self-evaluate lessons at the time of educational practice. This sheet was constructed so that practical leadership skills acquired in the teaching practice of the technical department can be categorized and used for lesson observation and lesson practice. We used this sheet in observation practice and teaching practice in the courses related to teaching practice. As a result, attached school teachers were able to instruct students based on our methods in their teaching practice. Furthermore, students were able to self-evaluate the qualities and abilities the students should possess using the “Lesson Evaluation Check Sheet”. We believe that this check sheet will contribute to improving students’ practical leadership skills.

The purpose of this study was to construct a learning framework for trade-off that is an essential concept of technology. We also examined a practical teaching method that applied the framework in a technology education class. Trade-off in technology education is defined as the focus on some objective elements and specifications to those related to social, environmental, and economic viewpoints in learning design. The framework was constructed using the following elements: “understanding task and configuration,” ”planning and design in limiting conditions,” “planning and design under an additional condition,” and “practice and evaluation.” A practical teaching method was formed using the teaching material, “TECH-mirai.” The lesson plan about “technology of energy conversion” was investigated for 142 eighth grade students. The students were evaluated based on descriptions of their learning activity; furthermore, we found that more than 80% of the students were thinking and making judgments from social, environmental, and, economical viewpoints. About 30% of the students clearly described the trade-off that was made.

type:text 本研究では，協同学習のモデルとしてのICT環境および学習方略を提案することを目的とし，計画・実践した中学校技術・家庭科（技術分野）の授業におけるICT活用の効果を検証した。教育のグローバル化に伴い，ICTを活用した協働学習が全国的な取組として実証研究されている。先行研究をもとに，ICTを活用した学習方略をSAMRモデルに沿って「再定義」，「変形」，「拡大」，「代替」に分類した。授業実践では，「再定義」に分類される授業方略を実践するため，電子黒板やタブレット端末，無線LAN環境などのICT環境を構築し，中学校１年生を対象に情報モラルに関する授業を実践した。授業では，学習者がタブレット端末を利用し，生徒相互に情報交換を行い，電子黒板を利用して考えをまとめるだけでなく，意見の再考を行うことができた。その結果，学習を振り返るワークシートから，40％を超える生徒が情報社会を捉えた具体的な行動について思考・判断した。また，教員対象の質問紙調査の結果からも，実践の汎用性を期待できる回答が見られた。 We propose a model of cooperative learning based on the information and communication technology (ICT) environment and learning strategies. We examined the effect of the use of ICT in learning about technology at junior high school. Based on previous studies, the learning strategies that use ICT were categorized as “Redefinition” “Modification”, “Augmentation”, and “Substitution” according to the SAMR model. In teaching practice, the teacher taught a class to seventh-grade students on information morals to practice one of the learning strategies classified as “Redefinition”. The teacher constructed the ICT environment, for example, an electronic blackboard, tablet devices, and the wireless LAN. From the worksheet to reflect on learning, more than 40% of students made a judgment about their concrete actions, and understood the information age. From the results of a questionnaire filled in by the teachers who observed the class, answers that anticipated versatility of the teaching practice could be seen.