C I S REPORTS 2016 Program in Curriculum and Instruction Sciences, Graduate School of Education,Hiroshima University

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(1)C I S. REPORTS 2016 異教科で協働できる教員を育成するための実践的研究 (1) −教科教育学専攻の共通科目の始動を通じて−. 教科教育学専攻【広島大学大学院教育学研究科】 Program in Curriculum and Instruction Sciences, Graduate School of Education,Hiroshima University.

(2) はじめに本研究は、平成28年度より始まった「教科教育学専攻」における新しい共通科目（「教科教育学研究方法論」・「教科教育学融合プロジェクト」・「教科教育学の実践的展開」・「教科教育学の実践的検証」）が始動する際に得られた知見を分析・考察し報告するものである。本報告書は、その研究の要旨を(１)経緯について、(２)各教科について、(３)実践からの考察、(４)理論からの考察、(５)学生の振り返りからの考察の五点から述べる。. 目次経緯教科教育学専攻の再設置の経緯について. ・・・・・・・・・ P. 01-05. 教員自身の「異教科間コミュニケーション」. ・・・・・・・・・ P. 06-11. 共通科目教科教育学研究方法論. ・・・・・・・・・ P. 12-16. 教科教育融合プロジェクト. ・・・・・・・・・ P. 17-19. 教科教育学の実践的展開. ・・・・・・・・・ P. 20-27. 教科教育学の実践的検証. ・・・・・・・・・ P. 28-30. 実践からの考察教科教育学研究方法論を担当して. ・・・・・・・・・ P. 31-33. 教科教育学再考の第一歩が始まった. ・・・・・・・・・ P. 34-38. 異なる専門をもつ者が対話を成立させるために −横断型科学技術の考え方から学んで−. ・・・・・・・・・ P. 39-47. 教科教育学研究方法論を担当して ―家庭科教育の視点からー. ・・・・・・・・・ P. 48-49. 音楽科と他教科との協働について考える −平成28年度「教科教育学研究方法論」を振り返って−. ・・・・・・・・・ P. 50-54. 教科を超えた協働の現実性に関するノート −初年度の教科教育学研究方法論を通して−. ・・・・・・・・・ P. 55-58. 理論からの考察ことばを分かち合う「対話力」の重要性. ・・・・・・・・・ P. 59-60. 教科融合に寄与する学習言語カリキュラムの特徴. ・・・・・・・・・ P. 61-63. 意味と真理の概念から捉えた対話の概念. ・・・・・・・・・ P. 64-70. 本質性か連動性か？. ・・・・・・・・・ P. 71-76. 学生の振り返りからの考察学生の振り返りから見た「教科教育学研究方法論」での学び −技術・情報教育学専修について−. ・・・・・・・・・ P. 77-82. 人間生活教育学専修におけるBb9の分析. ・・・・・・・・・ P. 83-84. Program in Curriculum and Instruction Sciences, Graduate School of Education,Hiroshima University.

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(87) ! ÄÅJvI{`}Vt{*1ǶµĶ0ĜŅ0Ě?Ǒ?+ĸĜŅDéī@ŲŰ|Čƒ. ')ŹƵ#*ǶýĜŅ.Ķā@+DæŨǀƼ#ð©V{mWHp*1Ƕ ¿¸@ª 10 ĥŽ0ĥÌǹÑ.±)ƛǋ0ĥŽ0Čƒ|ÓĴĉDjx[{`}Vt{ #*ǶĥŽ0æŨ.=@ĊÚ«Ĵ<ƯǀDƢ&# ĬĮ. ĕýĥŽ. ƆǸƽ. 2016 ÷ 10 ĳǼĬ. JvI{`}Vt{. Ɔǹƽ. 2016 ÷ 10 ĳ 12 Ĭ. ŦŽ|ĔƣŽ|ƞƶŽ|êúŽ|ƑƣŽ. ƆǺƽ. 2016 ÷ 10 ĳ 19 Ĭ. ĦæŽ|ÔƶŽ|ŻŽ|ƗŽ|ǯņŽ. ǴǸǵJvI{`}Vt{|ð©V{mWHp0`}n Ǹ. µĶŸƁĪŖƼ*Ą#+DĚ?Ǒ@ǷýĜŅ.ĵ9+1Ȅ ǹ. æŀĥƗª0*ŽĥƗ0ŲĘ;01Ȅ Ǻ. Ż0*ŽĥƗ0ąƧD.Ʒĭ@Ȅ Ǵǹǵƽƒ0řA ƆǸƽ0ÄÅJvI{`}Vt{*1ǶĕýĥÌµĶ0ĜŅ0Ě?Ǒ?+ĸĜŅ0L G]{XDƢ&#*ǶýĜŅ.Ķā@+D7+:# Ɔǹƽ|ƆǺƽ0ð©V{mWHp*1ǶĜŅ0ð©ǡ*ĜŅĕýĥÌð©V{mW Hp*0ůƤ`}nDŹƵǶóǨǡ*ÃĥŽ0ĥÌ`}n.') 10 ±ſø*ůƤD Ƣ&#!ADÂ)ǶĥŽ´ñPw}j.±A)ǩV{mWHp.Æ)ĥŽ+ 0ǜDČƾ@+ƫŞ>ǀƼDƢ&#?ǴƆǹƽǵǶ )ÃĥŽ0ƩŞ>ĥ Ž0åÕČƒDÎ-#?@ƩŞ>ƯǀƢCA#ǴƆǺƽǵ ǴǺ ǵ ¬ Ű - ƽ ƒ ë ƆǸƽȁÄÅJvI{`}Vt{ ð©ǡ*ĜŅĕýƕ0ǦķǶµĶ.éī#ĥŽĥƗæŸƁĪŖƼ0ŇƧ+ğ° #xm}bDŘũ)Ě?Ǒ?DƢǶǐ÷0ĥƗĤƉ0Ƨƻ.îĆ@þ*A >0ĥŽĥƗ*Ɨď6ǅǆ|ƙ·+1ĥŽ0ĸǆŰČƒ+1ĥŽ0šĉ<Ų ŰDæÎŰ.+>@Čƒ+&#ƫŞ>ǶĸĜŅDéī@ŲŰ|Čƒ.')Ź Ƶ# ð©ǡ*1Ņjv{bDŘũ)Ƕ7¡.=@µĶ0ĜŅ*Ą#æ30Ě?Ǒ? D#*ǶĥŽDVr_hw#òĦPw}j.±A)Ě?Ǒ?D«ĴǶƤƕ ĥŽ0ŲŰ|ČƒDŷ@+*ƛ± .=@ČƨůƤƢCA#Ǵ¯ ŵ Ǹ ǵůƤ*1Ƕ. 21. Program in Curriculum and Instruction Sciences, Graduate School of Education,Hiroshima University.

(88) 0ĥŽ+0ǕġDƔ@+*@=.-&#-,0ĥŽǩǕġ0ČƒD®Ƶƾ #+ČƨƦĦę>A# Ƌƌǡ*1ǶǀƼD47)¡ýĜŅ.ĵ9+Djv{b.ư©|ğ° # Ɔǹƽȁð©V{mWHp ĥŽ ŦŽ ĔƣŽ ƞƶŽ êúŽ ƑƣŽ. ůƤ`}nǴK_R1Ƈƕ.=@ƥǈǵ æŀĥƗª0*ŦŽ0ŲĘ;0 ǴŦŽĥƗ0ťŢ+ƹǰǶŦŽ0ƨ Ī|ƔĪǶŦŽ.)ƗďDŲĘǅǆ|ƙ·0ħŦǵ śæ3DðǶśÎȁĥƗéǉ0ŸƁ0#:.ǶĊÚ<Ĕƣ0XM w<ƔĪ,0=.Ũ@0Ȅ æŀĥƗ.ƞƶŽǃŤ*@+ȁßÔƶŽ0ŲŊǶßÔƶŽ.@ ƨĪ|ƔĪ æŀĥƗª0*êúŽĥƗ0ŲĘ;0 ǴêúŽ0ďƃƘİ+ĥŽƫ 0ÞǞǶêĤæ0ƫŞ>ƨ#êúŽ*Ɨď6ǅǆ|ƙ·ǵ æŀĥƗª0*ƑƣŽĥƗ0ŲĘ;0 ǴƑƣŽ.@ŷƾ Ĕ ƙƨĪ|ƔĪŇćǶƑƣŽ0Gq}Wǵ. ÃĥŽ0ůƤĂǶĥŽ+0Pw}j.±A)ůƤDƖ)Ɣ#ƛ±0ĥŽ0š ĉ.')ǀƼǶǩV{mWHp*0ůƤ.¥#!0ĂǶōǖ7*.ŝ¥) ƹǰ+)- Ž+ĥŽ @0*+ÎCA#>,ƈ@ğź A#. ƆǺƽȁð©V{mWHp ĥŽ ĦæŽ ÔƶŽ ŻŽ ƗŽ ǯņŽ. ůƤ`}nǴK_R1Ƈƕ.=@ƥǈǵ - ǶĦæŽ @0Ȅ50Ñƈ ǴǛ¬)0Ħæ0=ĪDĥ @#:ǵ - ÔƶŽ @ Ǵ+2.=&)ƵƾǶǓÄǶĨ»D¶ǔ@ ++;.ǶŨŘ<ŻDģÏ@·Dǋ.'@#:ǵ - ŻŽ+ĥŽ @0ǴŐƒ0£<ŨĪDĥ@# :ǶŐƒ0Ţŕ<ƹǰDĥ@#:ǵ - ¤Ɨ +ĥŽ @0$BȄȅ Ɨ .ŶŲ)ȅ Ǵł|·|Ǚºƙ·0þďǶł0þďǶƚŌƙ0Æ0#:ǵ Ż0*ǯņŽĥƗ0ąƧĉD.Ʒĭ@ ǴǯņDǓ#Ǯƭƶ ŰRosdQ}Vt{ǶŭĨ»ŦƬǶƛõƤťǶƕ+0¼¦0#:ǵ. ð©*ǶĕýĥÌ0Ɵ¾=?ĥŽĥƗ.+&)ŵŎ-æ3+1+LG]{ X-A#ÃĥŽ0ĕýĥÌ0ůƤǴ ¯ ŵ ǹ ǵ 0ĂǶŽĥƗ1ĸý.ąƧ-0 Ȅ+ē³Ű-ƫŞ>ČƨĠDƢǶůƤ#ĥÌ.î)ÀƼ-A #ÃĥŽ>1Ƕ ťÕ0ŻDµğ+)@Ƕ50 ÷Ă;ąƧ-0Ȅ R{g` {V}k}X+-&#ÛÄ.ĥŽ0ąƧĉD,ü@Ȅ+&#Čƨ°A#. 22. Program in Curriculum and Instruction Sciences, Graduate School of Education,Hiroshima University.

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(94) |ǴŻŽ.î)ǵŻŽĜŅ*~ƜŰ.1ŻƵƾ-0ȄŻþď-0Ȅ |ǴÔƶŽ.î)ǵ;ƭƠDã.oy|f}cXD8@+ǶÔƶ+ƞƶ0ǜ1, -@0ȄǴĬĸƶƞƶ0ǜ-0*1Ȅǵ |ǴêúŽ.î)ǵodnp|I_Z{VrwY0#%.,ƷĄ@Ȅ |ǴǯņŽ.î)ǵčĉ+ŷĉDơÄ#¨. @;01-.Ȅ!A1ǯņ*- +-0Ȅčĉ1æŀ*ĥ@|ǲ+1*@0Ȅ!0ąƧ1 @0Ȅ Ǵ!0ǶàĦǆÎǵ ǴǻǵƏė ǩV{mWHpDǓ)ǶÃĥŽ0ƨĪ|ƔĪ-,0įǚĉǶÓĴĉŹƵ A#ĲĂ.ĕý0Ǧķ>ǶĲƋV{mWHp.Æ#ōÑ>0ĥŽ´ŝ¥.') -#0ĥŽ0ƨĪ|ƔĪDŘ#>Ƕ,E-ĜŅ.-?7Ȅ !0ĜŅ1ă Ļ0;0+,ǜ7Ȅ+ƹǰğźAǶĜŅ0ǰĹ+)FTLJ IewN}0,%>DÁ?ĒĺƹA#. 24. Program in Curriculum and Instruction Sciences, Graduate School of Education,Hiroshima University.

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