| アイテムタイプ |
デフォルト(1) |
| 公開日 |
2026-03-30 |
| タイトル |
|
|
タイトル |
中等教育学校化に向けた次世代の越境型教育実践の開発研究 : 広島大学附属福山中・高等学校での取り組みを通して |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
Developing Next-Generation Boundary-Crossing Educational Practices for the Transition to a Unified Secondary School: A Case Study of Hiroshima University High School, Fukuyama |
|
言語 |
en |
| 作成者 |
實藤, 大
上ヶ谷, 友佑
合田, 大輔
草原, 和博
吉田, 成章
|
| アクセス権 |
|
|
アクセス権 |
open access |
|
アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 内容記述 |
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|
内容記述タイプ |
Abstract |
|
内容記述 |
The purpose of this study is to develop and implement an educational practice that can serve as a model for a boundary-crossing secondary curriculum aimed at fostering student agency. This initiative is undertaken in preparation for the reorganization of Hiroshima University High School,Fukuyama, into a unified secondary school beginning in 2027. As part of envisioning the new secondary curriculum, the study followed a three-phase design process. First, a prototype lesson embodying the envisioned curriculum was designed and implemented. We developed this boundary-crossing lesson collaboratively across three subject areas: Health and Physical Education, Geography in Social Studies, and Mathematics. The lesson's common theme was preventing the spread of infectious diseases through mathematical modeling. Second, we analyzed students’ learning products to examine the outcomes of the practice. As a result, we identified and conceptualized three principal evaluative criteria for boundary-crossing lessons: (1) intrapersonal and perspectival conflicts, (2) interpersonal and inter-opinion conflicts, and (3) conflicts between the individual and society. Third, based on the findings from the first and second phases, four additional boundary-crossing lessons were designed and implemented at the whole-school level. The study ultimately proposes an evaluative framework for classroom practice. This framework intentionally foregrounds “conflict,” which is a central concept in boundary crossing theory. It also systematically categorizes the types of conflicts that arise during instruction. By doing so, it presents a practical model for designing and assessing boundary-crossing secondary education that cultivates
student agency. |
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言語 |
en |
| 出版者 |
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出版者 |
広島大学学部・附属学校共同研究機構 |
|
言語 |
ja |
| 言語 |
|
|
言語 |
jpn |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| ID登録 |
|
|
ID登録 |
10.15027/0002041694 |
|
ID登録タイプ |
JaLC |
| 書誌情報 |
ja : 学部・附属学校共同研究紀要
en : THE ANNALS OF EDUCATIONAL RESEARCH
号 53,
p. 80-89,
ページ数 10,
発行日 2026-03-31
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AnnEducRes_53_80.pdf (444 KB)
