JP3070513U - "Comprehensive study time" teaching materials - Google Patents

Abstract

(57) [Summary] [Purpose] To provide teaching materials that correspond to the new instructional guidelines called "Comprehensive study time", which will be implemented from FY2002. [Composition] A booklet series 1 consisting of a number of booklets created for the tasks handled by "Comprehensive Study Time", and specific practical examples of learning activities related to the tasks selected from the booklet series. A comprehensive study guidebook 2 composed of visual effects such as photographs, and a comprehensive study portfolio 3 composed of entry papers corresponding to the guidebook. Time "teaching material.

Description

[Detailed description of the invention]

[0001]

[Industrial applications]

 The present invention aims to clarify what kind of learning should be conducted in elementary and junior high schools, etc. in the “Comprehensive Learning Time” written in the New Learning Guideline implemented from FY2002. It seeks to help establish on-site learning and reduce confusion.

[0002]

[Prior art]

 The Ministry of Education has decided to introduce a new time called “Comprehensive learning time” in elementary and junior high schools, etc., according to the New Course of Study, but at this time there is no official textbook and 70 hours a year. Each school has to consider its own content for up to 130 hours (2-3 hours a week).

[0003] In the time of comprehensive learning, each school is based on the area, the school, the actual conditions of the students, etc., and the ingenuity and ingenuity such as the cross-sectional and comprehensive learning and the learning based on the interests and interests of the students. It is said that educational activities that make use of

[0004]

[Problems to be solved by the invention]

 This “integrated learning time” can be anything in principle, but the following “aims”, “assignments” and “learning activities” must be met. “Aim”: To acquire the independent learning ability to learn, think and live on your own. (Learn how to learn) “Issues”: Cross-sectional and comprehensive issues such as international understanding, information, environment, welfare and health (social issues) Issues based on student interests And learning according to the characteristics of schools and learning activities. Learning. Group learning and learning by different age groups. Active use of local people and local educational materials.

[0005] However, this alone is vague, and a dedicated test textbook is not to be produced. For this reason, it is not clear how learning should be carried out, causing great confusion at school. At present, in many schools other than research schools, if preparations are left untouched and 2002 is reached, schools may not be able to provide “integrated learning time”.

[0006]

[Means for Solving the Problems]

 The present invention is configured as described below to solve the above-mentioned problem. In other words, a booklet series consisting of a number of booklets created so that the subjects handled by the “integrated learning time” can be selected according to “student interests and interests” and “school uniqueness”. The highlights of social experiences, observations / experiments, tours / surveys, presentations / discussions, manufacturing / production activities, etc. on issues selected from among the above are shown, and specific practical examples are shown as visual effects such as illustrations / photos. Comprehensive study guidebook, explained in the following section, Comprehensive study consisting of required entry sheets corresponding to the comprehensive study guidebook when conducting various activities during the "time for comprehensive study" “Comprehensive learning time” teaching materials composed of a portfolio.

[0007]

[Embodiment of the invention]

 Hereinafter, preferred embodiments will be described with reference to the accompanying drawings. FIG. 1 is an explanatory diagram showing an outline of an embodiment of the present invention. The booklet series (comprehensive learning trial! Series) 1 includes a number of booklets on the subject, and the “comprehensive learning trial! It consists of a “Comprehensive Learning Guidebook” 2 and a “Comprehensive Learning Portfolio” 3 that includes entry forms corresponding to the “Comprehensive Learning Guidebook” 2.

FIG. 2 is a diagram illustrating FIG. 1 more specifically. In FIG. 2, symbol A is used to help decide which to choose in the booklet series (Comprehensive Learning Try! Series) for discovering the task by itself. Figure 8 shows the case where the booklet “Let's go to the nursing home” in A is selected.

Reference sign B in FIG. 2 indicates a commentary on the “comprehensive learning guidebook” of the learning activity. Decide. Gather and examine information. Analyze and summarize information. Disseminate information (judgment of good or bad information, how to summarize discussions and reports, how to create graphs and diagrams, etc.). We have prepared a “Comprehensive Learning Guidebook” that specifically describes these learning activities such as presentations and discussions.

In the “Comprehensive Study Guidebook”, FIG. 3 shows “Flow of“ Comprehensive Study ””, FIG. 4 (a) shows “To find one task”, and FIG. 5 (a) shows “ 11 Volunteer activities, Fig. 6 (a) shows a sample of "17 Summarize in a report", and Fig. 7 (a) shows a sample of "18 presentation-basics of presentation-".

[0011] Of the “comprehensive learning portfolio”, FIG. 4 (b) shows an “issue finding sheet”, FIG. 5 (b) shows an “activity record sheet”, FIG. 6 (b) shows a “report creation sheet”, Fig. 7 (b) shows an example of the "Listening Listening Sheet".

FIG. 8 shows an example of “Let's go to a nursing home” in the “Comprehensive Learning Try! Series”.

The “comprehensive learning guidebook” is configured by a flow as shown in FIG. The “comprehensive learning portfolio” is also configured in the same flow as in FIG. 3. In FIGS. 4 to 7, “FIGS. 4 (a) to 4 (b)”, “FIG. 5 (b) ", (a) and (b) respectively correspond to" FIG. 6 (a) -FIG. 6 (b) "and" FIG. 7 (a) -FIG. 7 (b) ". In order to understand the relationship, the “Comprehensive Learning Portfolio” is appropriately marked with a mark such as “→ Guidebook 1”.

The relationship between the “Comprehensive Learning Guidebook” and the “Comprehensive Learning Try! Series” is shown in FIG. Then, the booklet “Let's go to the nursing home” in the tri series is taken as an example, and a detailed explanation is given on the case of performing volunteer activities at the nursing home.

[0015] As described above, since the three items of “Comprehensive Study Guidebook”, “Comprehensive Study Portfolio”, and “Comprehensive Study Try! Series” are mutually associated, when utilized as a system, It is possible to effectively carry out learning activities during the “integrated learning time”.

[0016] To further explain, the "Comprehensive Learning Try! Series" is based on the "tasks" of "international understanding, information, environment, welfare and well-being," Content that elicits interest and interest is posted, and it is now possible to freely select a booklet according to the “task” according to “student interest / interest” and “school uniqueness”.

Regarding “Social experiences such as nature experiences and volunteer activities, observations and experiments, tours and surveys, presentations and discussions, manufacturing and production activities, etc.” shown in the learning activities of “Integrated learning time” "Comprehensive study guidebook" 2 was created. The magazine shows the points of each learning activity, gives specific examples of practice, and explains them clearly using visual effects such as illustrations and photographs. It also provides explanations on practical examples, specific examples, and guidance on how to write. This “Comprehensive Study Guidebook” 2 corresponds to each booklet, and specifically describes the flow of study activities for each “task”.

The “Comprehensive Study Portfolio” is a collection of sheets necessary for performing various activities during “Comprehensive Study Time”. Students can write down their thoughts and what they have learned on this sheet, and fill out the Comprehensive Study Guidebook2 so that they can clearly organize their learning activities. It is in paper format. For example, in FIG. 4, the entry form of (b) is prepared for the guidebook of (a) for "finding an assignment". By writing down what you have done yourself on such an entry form, you will be able to learn by yourself.

[0019]

【effect】

 Through the above-mentioned mechanism, it is possible to acquire the learning ability of "learning for yourself and thinking for yourself", which is the aim of "time for comprehensive learning". In other words, 1 “Booklet Series” (Comprehensive Learning Try! Series), 2 “Comprehensive Learning Guidebook”, 3 “Comprehensive Learning Portfolio” can be used as a reference. If the “Comprehensive Study Time” is implemented, it is possible to easily achieve a large learning effect without departing from the tasks, activity methods, and aims of “Comprehensive Study Time” described in the new guidelines. be able to. It also helps clarify what kind of learning should be done during “integrated learning time,” which helps to reduce confusion at school.

[Brief description of the drawings]

FIG. 1 is an explanatory diagram showing an outline of an embodiment of the present invention.

FIG. 2 is an explanatory diagram showing the contents of FIG. 1 more specifically;

FIG. 3 is an explanatory diagram showing a flow of “comprehensive learning”.

FIG. 4 is an explanatory diagram showing an example of a “learning guidebook” for finding a task in the flow of “comprehensive learning” and a corresponding “learning portfolio”.

FIG. 5 is an explanatory diagram showing an example of a “learning guidebook” for “collecting and examining information” in a flow of “comprehensive learning” and a “learning portfolio” corresponding thereto.

FIG. 6 is an explanatory diagram showing an example of a “learning guidebook” for “analyzing and summarizing information” and a “learning portfolio” corresponding thereto in the flow of “comprehensive learning”.

FIG. 7 is an explanatory diagram showing an example of a “learning guidebook” for “transmitting information” in the flow of “comprehensive learning” and a “learning learning portfolio” corresponding thereto.

FIG. 8 is an explanatory diagram showing a sample of “Let's go to a nursing home” in a booklet series (a comprehensive learning try! Series).

[Explanation of symbols]

 1 Booklet series 2 Comprehensive study guidebook 3 Comprehensive study portfolio

Claims (1)

[Utility model registration claims] 1. A booklet series consisting of a number of booklets created to be able to be selected according to “interests and interests of students” and “uniqueness of the school” for the tasks handled by “integrated learning time”. Shows the points about social experience, observations / experiments, tours / surveys, presentations / discussions, manufacturing / production activities, etc. related to the issues selected from the booklet series, and provides visual examples such as illustrations / photos. Comprehensive study guidebook explained by various effects, Comprehensive entry sheets that correspond to the comprehensive study guidebook when performing various activities during "Comprehensive study time""Comprehensive learning time" teaching materials composed of a comprehensive learning portfolio.