【研究論文】 英語力の格差拡大と 「個別最適な学び」 と 「協働的な学び」 による学習支援の方向性

抄録

Since 2013, annual surveys conducted by Japan’s Ministry of Education have shown a steady increase in the proportion of students meeting National English Proficiency levels based on the CEFR. However, this progress is accompanied by a growing polarization in proficiency levels, with fewer students in the middle range and more concentrated at high and low ends. Curriculum reforms—especially the early introduction of English and the significant increase in required vocabulary—have placed greater burdens on teachers and made it harder to support struggling learners. This study investigates the current state of polarization in English proficiency among secondary students and examines feasible strategies to address it. Drawing on the goals of the national curriculum and the evolving learning environment under the GIGA School Initiative, the study emphasizes the importance of “Personalized Optimal Learning” alongside “Collaborative Learning.” Particular focus is placed on developing support systems that ensure all learners can acquire essential knowledge and skills, with attention to practical, ICT-integrated approaches for individualized support.