中学校理科における評価法を用いた授業実践～「種子植物のなかま分け」の授業を事例として～

これまでの理科の授業では生徒の理解を主に教師が評価をしてきている。本実践においては，生徒の理解を教師が評価するのではなく，生徒が自分自身の学びを振り返り，自己の学びへとつながるような授業づくりを目指す。このために，関連図法を用いて生徒自身が自分の理解について考えるきっかけとした。また，授業の有効性を把握するため，授業後の生徒の記述から全体の傾向について分析を行った。本授業では，「種子をつくる植物のなかま分け」を題材とし，関連図を用いて植物の分類についてまとめさせた。その結果，自分の植物分類への理解に対する記述が約半数近くの生徒に見られた。理解が足りていないと回答した生徒の中には，同時に「学習への意欲」に対する記述をしている生徒も見られた。 / I have mainly evaluated how much students have understand what they learn in class in previous studies. In science class this year, I have a goal to give classes which they can reflect on their own leaning and lead them to learn by themselves, not I evaluated their understanding. For this reason, I have adopted a relational diagrams which students can confirm their learning by themselves by using a different way to express what they learn. In order to determine the effectiveness of a lesson, I analyzed the overall tendency from the feedback that students wrote about how much they understood in the lesson. In the lesson “classification of seed plants” students summarized the classification of the plans by using the related diagram with the theme in this lesson. As a result, almost half of the students answered that they understood the classification of plants. Some of the students who answered that they did not understand well wrote about their motivation to learn science in the same sheet.