ドイツ科学教育におけるプロジェクト授業構成の理論

抄録

The theories of the composition of “Projektunterricht” in science education in Germany can be summarized in the following five major points. First, it embraces the concept of “Projektorientierter Unterricht,” a form of teaching that adopts only some of the features of “Projektunterricht”. Second, the themes used in “Projektunterricht” can be classified into two types: a “magnet theme,” in which a range of scientific knowledge is drawn to a central theme, and a “star theme,” in which a concept that serves as the central theme radiates outward to scenes of daily life that involve the concept. Third, there are two modes in which students acquire knowledge: Projektion, in which they acquire new knowledge, and Reflexion, in which they link their existing knowledge to new scientific knowledge related to the theme, thereby deepening their knowledge. Fourth, the process of “Projektunterricht” comprises four phases: “proposal,” “planning,” “implementing,” and “outcome.” Fifth, “Projektunterricht” is evaluated based on the discussions of the product between teacher and students. Such a method of evaluation, however, poses a challenge in that it is difficult to accurately evaluate the work of individual students.