「食を通して人間を学ぶ」総合学習カリキュラムの開発 : 小学校における人間自然総合単元の実践から
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概要
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The purpose of this paper is to present about the development of nature-related three units (unit I , unit II, unit III), were practiced on elementary school. "Association for research on science of teaching of Tokyo Gakugei University" has developed the integrated curriculum, man; a course of study on his ecological and global crisis, state of his cultures of food and disciplines related, for 5〜7^<th> graders consisting of 10 units. The followings are ten units. I. What kind of relationships are there between foods and human body, its structures and functions? II. What kind of relationships are there between foods, life and man in ecological system? III. How did the evolutions of the life and mankind occur? IV. Do the technological developments of foods production make man be greatly responsible for eco-system? V. How can we be tolerant of cultural differences in customs of foods and eating in the world? VI. Does man represent his mind through manners and customs in foods and eating? VII. From where and how many foods do we Japanese get? VI. Does man make foods dangerous and contaminate the natural environment? IX. Can man feed enough the increasing population in the developing countries? X. How could we learn new beliefs and way of life for coming global crisis? -through learning about the life of famous Japanese poet and scientist KENJI MIYAZAWA- All these units were made of only the topics on foods which will serve pupils understanding of mankind. The aims of the curriculum are getting pupil to learn new value system and way of life which sustain ecological system and refrain people from wasting resources on the Earth. And this curriculum was selected from analysis of global crisis, disciplines about mankind such as anthropology, and disciplines about social and cultural systems, as contents. Three units, were practiced this time, have view point I (a man is living as one of the living and natural things, were supported by ecosystem) more than the other units. These three units have following 2 difficult problems. 1. Is the content of knowledge too much and difficult for 5〜7^<th> graders? 2. Children's study is affected by the structure, equipment, time-table, region, environment and etc. How to fit the curriculum to the school's now? From this practice, author got 2 results. 1) Pupils acquire even difficult knowledge based on efficient experimental learning. 2) We can fit the curriculum to the school's now by steady continuation of development of this curriculum. And lastly, author believes that pupil's living power is grown by this curriculum.
- 日本カリキュラム学会の論文
- 2006-03-31