This paper is based on the awareness of the problem that exploratory learning，which is the essence of comprehensive learning time，will not be possible only by repeating “setting tasks,” “collecting information,” “organizing/analyzing,” and “summarizing/expressing.” The purpose is to explore the ingenuity and requirements of teachers’ teaching methods that guide children’s learning activities to be exploratory. The research method is the analysis of the teaching plan and episode. We will focus on “setting tasks” and “organizing/analyzing” how the tasks discovered by children will continue to develop as exploratory learning.
Consequently, I would like to conclude that citing “children’s thoughts，wishes，and discoveries as issues” and “continuing guidance to promote organizing and analysis activities mainly by children” is a requirement for enhancing the teaching method.
小学校「総合的な学習の時間」の指導の充実を考える その2 : 繰り返しの学習活動が探究的な学習となるための要件
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石橋桂子_小学校「総合的な学習の時間」の指導の充実を考える その2 : 繰り返しの学習活動が探究的な学習となるための要件_聖学院大学論叢第34巻第2号
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