習得と探求を活用でつなぐ算数授業改善の方策

｢ゆとりの中で生きる力｣の育成を重視した学習指導要領が改訂され､｢習得｣｢活用｣｢探究｣を強調した新学習指導要領が2008年に告示された｡教育課程の国際的通用性が強調され､算数教育においても､習得と探究を活用でつなぐ授業改善が求められている｡ゆとり教育では､指導内容が30%､指導時数が14%縮減されたため､学力低下論議が過熱化してきている｡昨年度及び本年度とも実施された全国学力調査において､活用力には課題があると報告された｡このため､算数科においては活用力の育成が算数の授業改善の喫緊の課題としてクローズアップされている｡そこで､｢習得｣｢活用｣｢探究｣教育における｢活用｣の位置づけ明確にするとともに､算数科で活用力を育成するためにどんな授業改善をすべきか､その方策を検討する｡

The teaching guideline has been revised in 2008 from the current emphasis on the power of living under relaxed school curriculum toward a new goal of which 'acquisition,' 'application,' 'exploration' are some of the key words symbolic of the overall redirection. In line with the new policy teaching skills in mathematics education have been under consideration to fulfill the purpose of improved acquisition and exploration by cultivating the power of application. Under the current relaxed curriculum instruction content has been reduced by 30 percent, and teaching hours 14 percent. This has occasioned a widespread criticism of lowered performance on the part of students. The scholastic aptitude test conducted in 2007 and 2008 on national scale has revealed their weakness in the ability of applying what they have learned. Thus the improvement of application power has emerged as an urgent problem to be tackled. In consequence the present paper tries to make clear the relative position of application ability in the scheme of acquisition, application, and exploration; on the basis of this we move on to discuss what we can do toward improving learners' application power in mathematics class.