音楽科における「教材単元」と「学習経験単元」の違い : 学習経験の連続性を観点として

抄録

Purpose The purpose of this study is to clarify the differences between Teaching Material Units and Learning Experience Units in music departments from the viewpoint of continuity of learning experience. In order to consider whether continuity of learning experience is being maintained, whether the learning process has a process of problem solving process or not should be considered. This is based on J. Dewey's educational theories. Music department Teaching Material Units refer to Units championed by Kazushige Chikamori who inspired new education in the early post-war years, the Toshio Sennari et al. group that criticised music education that uses Daizai (Theme in English) and advocated music education that uses Units as well as by Yoshinobu Nishizono. Learning Experience Units in this study refer to new Units based on construction principles derived by Ritsuko Kojima. By clarifying the differences between Teaching Material Units and Learning Experience Units, the issues of music class composition up until now will become clear. Method First of all, we clarified how continuity of learning experience is maintained in the case of Teaching Material Units. Next, we considered how continuity of learning experience is maintained in the case of Learning Experience Units and compared the results. Conclusion: In the cases that were analysed, we discovered that the Teaching Material Unit learning process did not have a process of problem solving and the continuity of learning experience was not maintained. Meanwhile, it was discovered that the Learning Experience Unit learning process did have a process of problem solving and the continuity of learning experience was maintained. We would like to continue with practical research into learning processes in music departments that maintain continuity of learning experience.