【展示予告】大阪・関西万博で未来社会を体験・体感 「フューチャーライフエクスペリエンス（FLE）」にて期間展示～

【研究成果】2次元COFを巻き上げてナノチューブ形成 世界最高レベルのプロトン伝導性を確認

【研究成果】睡眠中の脳は「未来の記憶」に備える 潜在的な能力を引き出せば、記憶力向上も

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The purpose of this study is to examine children's formative "MITATE" ability so as to give meaning to the meaningless from. I considered the results of the research from the view of development. "MITATE"has been recognized as useful for the infant. The results were contrary to our general belief. Chirdren of the upper grades as well as the lower grades have taken delight in giving meaning to the meaningless from. Furthermore, various meanings and images have been produced. With growth, vocabulary is enriched and knowledge increases. But if it were not for the ability to realize, we wouldn't express the image. The ability to relate the meaningless form to those images is exactly "MITATE" ability. I propose to develop the teaching materials which suit children of the upper grades.

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本プロジェクトは,筆者の所属する短期大学保育学科が「教育・保育現場における表現活動」を総合的に学習するため,20年にわたって継続,改善を積んできた「表現発表プロジェクト」である。学生の成長に応じて狙いを変えた3段階の表現発表を通して,企画・実践・反省・改善のサイクルを3度体験させており,レベルの高い表現力のみならず,企画力・問題解決能力・コミュニケーション能力など,良き教育者となるための人間的資質を育てている。本稿では,一連の表現発表プロジェクトの意義について振返ると同時に,その中での造形教育の関りについて考察を加え,今後の課題についてまとめている。

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The objective of this study is to elucidate the characteristics of “sagyoka,” which was established in the middle and upper primary grades of the Elementary School Attached to Tokyo Women’s Higher Normal School in 1928, and reveal its relationship to various subjects of study and lower primary education. “Sagyoka” was regarded as a curriculum that added value to the material learned under various subjects through the implementation of objective-based activities and incorporated life studies courses, which were part of lower primary education, into the curricula of the middle and upper years. The logic of integrating various subjects into “sagyoka” was completely different from the approach based on compartmentalization into subjects designated by law, which can be seen in contemporary educational magazines. For example, the concept of “middle integrated learning” at the Elementary School Attached to Nara Women’s Higher Normal School depended on the logic of smoothly linking “wide integrated learning” from lower primary grades with “narrow integrated learning” based on the legally designated curriculum. Due to its design, which caused children to form natural connections with the subjects they learned by performing objective-based activities, “sagyoka” can be considered as an approach that fundamentally altered the very structure of the curriculum as well as children’s connection to it.

Because of the shallowness of the subject content, previous research on this period’s new curriculum at the Elementary School Attached to Tokyo Women’s Higher Normal School has several limitations. However, the results of this study show that the significance of the new curriculum cannot be fully understood from the viewpoint of subject content alone because it is necessary to examine the position of the subjects within the curriculum as a whole.

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