拠点システム数学課題 拠点システム数学課題
数学委員会（
数学委員会（ 26 26大学 大学 45 45名） 名）
筑波大学教育開発国際協力研究センター
筑波大学教育開発国際協力研究センター
礒田正美
礒田正美 [email protected]経 経 緯 緯
拠点シス 拠点シス テムの活 テムの活 動 動
パンフレットを 読んでくださ い！
万人のための教育
万人のための教育Education For All: Education For All:
the World Education Forum
the World Education Forum, , Dakar, Senegal, 26 Dakar, Senegal, 26- -28 April 2000 28 April 2000
(i) expanding and improving comprehensive early childhood care a(i) expanding and improving comprehensive early childhood care and education, nd education, especially for the most vulnerable and disadvantaged children;
especially for the most vulnerable and disadvantaged children;
(ii) ensuring that by 2015 all children, particularly girls, chi
(ii) ensuring that by 2015 all children, particularly girls, children in difficult ldren in difficult circumstances and those belonging to ethnic minorities, have acc circumstances and those belonging to ethnic minorities, have access to and ess to and complete free and compulsory primary education of good quality;
complete free and compulsory primary education of good quality;
(iii) ensuring that the learning needs of all young people and a
(iii) ensuring that the learning needs of all young people and adults are met dults are met through equitable access to appropriate learning and life skills
through equitable access to appropriate learning and life skillsprogrammes;programmes;
(iv) achieving a 50 per cent improvement in levels of adult lite
(iv) achieving a 50 per cent improvement in levels of adult literacy by 2015, racy by 2015, especially for women, and equitable access to basic and continui
especially for women, and equitable access to basic and continuing education ng education for all adults;
for all adults;
(v) eliminating gender disparities in primary and secondary educ
(v) eliminating gender disparities in primary and secondary education by 2005, and ation by 2005, and achieving gender equality in education by 2015, with a focus on
achieving gender equality in education by 2015, with a focus on ensuring girls' ensuring girls' full and equal access to and achievement in basic education of g
full and equal access to and achievement in basic education of good quality;ood quality;
(vi) improving all aspects of
(vi) improving all aspects of the quality of the quality of education and ensuring excellence of all education and ensuring excellence of all so so that recognized and measurable learning that recognized and measurable learning outcomes are achieved by all,
outcomes are achieved by all, especially in especially in literacy, numeracy and essential life skills.
literacy, numeracy and essential life skills.
算数は教えない限り身につかない。経済生活も、生産もままならない。
From Secondary Level?
Innumeracy Innumeracy への挑戦 への挑戦
By T.BABA
By Todo
初等教育 中等教育 高等教育
理科 初等教育の優先
Numeracy,数学 数学的識字力
教育協力のための APEC-Tsukuba 会議
東京, Jan. 15-20, 2006. (See proceedings)
授業研究はJICAプロジェクトにおいても活用されている。
Numeracyとは生きるために必要な算数・数学的能力
授業研究は、
教師の専門性 を向上させ、
教育の質の改 善をもたらす
「日本の教育 経験」である
算数・数学は、
世界共通の言 葉であり、日 本の教育経験 を生かして、
授業研究に取 り組むことが もっとも容易な 教科である。
米国で賞賛される授業研究：
米国で賞賛される授業研究：
論より証拠！論より証拠！日本の秘密は授業研究にあり！
日本の秘密は授業研究にあり！
The basic teaching style in American mathematics The basic teaching style in American mathematics classrooms remains essentially what it was two classrooms remains essentially what it was two generations ago.
generations ago.
Japanese approach is a natural outgrowth of the Japanese approach is a natural outgrowth of the teaching culture in Japan, which accords teachers not teaching culture in Japan, which accords teachers not only abundant time for preparation, but also for only abundant time for preparation, but also for collaborative lesson planning.
collaborative lesson planning.
Fully 99% of all elementary teachers and 50% of all Fully 99% of all elementary teachers and 50% of all middle school teachers participate in lesson study middle school teachers participate in lesson study groups that meet for two to five hours per week.
groups that meet for two to five hours per week.
The debilitating professional isolation of U.S. teachers The debilitating professional isolation of U.S. teachers stands in stark contrast to this pattern.
stands in stark contrast to this pattern.
A core conclusion from the videotape research: A core conclusion from the videotape research: “The “ The key to long
key to long- -term improvement [in teaching] is to figure term improvement [in teaching] is to figure out how to generate, accumulate, and share
out how to generate, accumulate, and share professional knowledge.
professional knowledge.” ”
－ 123 －
米国における日本型授業研究
米国における日本型授業研究, by Catherine Lewis , by Catherine Lewis
ある先生の感想;
‘授業研究に取り組むまでは、多重 知能や構成主義について話し合っ たけど、個別教材について話し 合ったことはなかったわ。授業研究 に取り組むようになって初めて教材 について話し合ったし、なぜ教える のか、どう教えるのか、子どもが何 を学んだかを話すようになったわ
。
ある先生の感想; ‘私のこどもを見る目が育ったわ. 今は、授業について責任を 感じるわ。他の先生と授業研究に取り組むようになって、オープンエンドの問 題など、挑戦的な授業を好むようになったわ。子どもがそのような難しい問題 に取り組む様子をみることで、私は自分の授業に自信を持てるようになったわ。
授業研究は、教材がわかっていな い先生どうしでもできる。わかってい ない問題に挑戦して、その授業計画 を立てる中で学びわかっていく。
成果物：図でみる日本の授業研究
Samples of Japanese Lesson Study Samples of Japanese Lesson Study
授業研究その歴史 授業研究その歴史
The boards are hung in the classroom to present the proposed ideas.
Children devise with their own study questions and write them on small chalkboards in the school hallway.
よい授業とその指導案 よい授業とその指導案
VTR VTRを利用して何が学べるか？ を利用して何が学べるか？ みなさんとの共同！ みなさんとの共同！
派遣現職教員ならで 派遣現職教員ならで はのできること！
はのできること！
授業研究の普及 授業研究の普及
研修会の実施 研修会の実施
Lesson Study Communities: incentives Good Teachers Teachers Good Trainers
Lesson Study Communities: incentives Good Teachers Teachers Good Trainers
日本の教育経験 授業研究で
よいモデルを作る
授業研究グループ: 魅力は？
経験のある先生
JOCV 現地の先生 現地の指導主事
－ 124 －
