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国際バカロレア認定を視野に入れた中学校技術・家庭科（家庭分野）の授業開発 : 「さげもん」による地域文化の伝承
http://hdl.handle.net/2298/0002001205
http://hdl.handle.net/2298/0002001205a82d66d2-73e4-4c99-b6c6-9878125f14ab
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKK0074_147-154.pdf (449.3 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||||||
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| 公開日 | 2026-01-07 | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | 国際バカロレア認定を視野に入れた中学校技術・家庭科（家庭分野）の授業開発 : 「さげもん」による地域文化の伝承 | |||||||||||||||||
| 言語 | ja | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | コクサイ バカロレア ニンテイ オ シヤ ニ イレタ チュウガッコウ ギジュツ ・ カテイカ カテイ ブンヤ ノ ジュギョウ カイハツ : サゲモン ニヨル チイキ ブンカ ノ デンショウ | |||||||||||||||||
| 言語 | ja-Kana | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | Lesson development for junior high school Technology and Home Economics（ Home Economics） with a view to obtaining International Baccalaureate（ IB） accreditation : Inheriting local culture through “Sagemon” | |||||||||||||||||
| 言語 | en | |||||||||||||||||
| 言語 | ||||||||||||||||||
| 言語 | jpn | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 主題 | lesson development, home economics, International Baccalaureate （IB） accreditation, IB Middle Years Program（ MYP） subject “Design.” | |||||||||||||||||
| 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 | |||||||||||||||||
| 著者 |
八幡(谷口), 彩子
× 八幡(谷口), 彩子
× 三小田, 有花
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| 内容記述 | ||||||||||||||||||
| 内容記述タイプ | Other | |||||||||||||||||
| 内容記述 | In recent years, the number of schools receiving International Baccalaureate （IB） accreditation has been increasing against the backdrop of global education trends. To obtain IB accreditation, Japanese schools must meet both the Japanese curriculum guidelines and the IB standards. This study examines what type of lesson plans are required for Technology and Home Economics （Home Economics） in junior high schools aiming for IB accreditation, by developing lessons based on the Japanese curriculum guidelines and rewriting them into unit plans aligned with IB standards. The results are as follows: 1）Junior high school Technology and Home Economics （Home Economics） were designed to correspond to the IB Middle Years Program （MYP） subject “Design.” This task requires planning to combine key MYP concepts, related concepts of the “Design” subject, and a “global context.” We believe that the learning process of “exploration,” “action,” and “reflection” emphasized in the IB has a high affinity with the learning process of “life issues and practices” in Home Economics. 2）We worked to rewrite a lesson focusing on Yanagawa’s lifestyle and culture, titled “Let’s tackle local issues and practices using Yanagawa’s Sagemon,” into an MYP unit plan. The “key concept” we set was “culture,” and related concepts for the subject of “design” were “shape,” “sustainability,” “function,” and “perspective.” The global contexts were “identity and relationships” and “globalization and sustainability.” 3）Through the work of rewriting into the MYP unit plan, we could reaffirm the significance of Japanese learning materials in a global context. | |||||||||||||||||
| 書誌情報 |
ja : 熊本大学教育学部紀要 巻 74, p. 147-154, 発行年 2025-12-19 |
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| ISSN | ||||||||||||||||||
| 収録物識別子 | 2188-1871 | |||||||||||||||||
| NCID | ||||||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||||||
| 収録物識別子 | AA12653153 | |||||||||||||||||
| 著者版フラグ | ||||||||||||||||||
| 出版タイプ | VoR | |||||||||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||||||||
| 出版者 | ||||||||||||||||||
| 出版者 | 熊本大学教育学部 | |||||||||||||||||
| 言語 | ja | |||||||||||||||||
