問いの生成を軸とした探究型学習(第3学年) : 「逆を考える場面」の授業改善

本研究の目的は，生徒の主体的な学びの実現に向けて，「確かさへの問い」を生み出す方策を提案することである。生徒が問いをもって学ぶ探究型授業のモデルとして，SRP を研究の視座としておいた。TDS の観点から，主体的な取り組みを亜教授学的状況と定義することにした．教科書分析から，正しさを疑う場面が少ないことを認めた．結果，反例の存在や証明の必要性を生徒が実感する流れを生み出す授業計画が必要であると分かった．平行線と線分の比の逆と三平方の定理の逆について授業実践について報告する．

The purpose of this study was to think about what the actual design should be for the sake of the realization of students’ proactive learning. I focused on SRP as a model of exploratory learning in which students learn with self-generated questions. From the perspective of TDS, I have decided to define a proactive approach as adidactic situation. From the textbook analysis, it was admitted that there were few scenes where the correctness was doubted. As a result, it turned out that classes was needed to create a flow in which students could realize the existence of counterexamples and the need for proof. I report classes performed about the converse of intercept theorem and line segments and converse of Pythagoream theorem.