非定型問題の解決活動が地理の授業への学習意欲に及ぼす効果

生徒アンケートから，歴史的分野の授業よりも地理的分野の授業に後ろ向きな生徒が非常に多いことが明らかになった。理由として考えられることの一つとして，歴史的分野の学習は，歴史の流れを理解することに面白さを感じたり，歴史上の人物の生きざまに共感したりするなど，興味・関心を持ちやすい特徴があるのに対して，地理的分野の学習は，地名を覚えたり，統計資料から情報を読み取ったりするなど，知識・技能的な内容も多く，興味・関心をもちにくいことも影響を与えていると思われる。そこで，従来のいわゆる「教師の説明中心の授業」だけではなく，多様な解や解釈が可能な「非定型問題」を設定し，既習事項を活用して「やりくり」しながら個別探究と協同探究を組み合わせて思考をする学習活動を中心とした授業の形を取り入れることで，地理的分野の学習意欲を高めることができるのではないか，と考え本研究に取り組んだ。

The student questionnaire revealed that there were a large number of students who were more reluctant to take lessons in the geographic field than in the lessons in the historical field. One of the possible reasons is that learning in the historical field is easy to be interested in, such as finding it interesting to understand the flow of history and sympathizing with the life of historical figures. On the other hand, learning in the geographical field has a lot of knowledge and technical contents such as remembering place names and reading information from statistical materials, and it is also affected by the fact that it is difficult to have interest. It seems that it is. Therefore, in addition to the conventional so-called“ teacher’s explanation-centered lesson”, we set up“ atypical problems” that can be solved and interpreted in various ways, and make use of what we have already learned to “make ends meet” while conducting individual and collaborative inquiry. I worked on this research because I thought that it might be possible to increase the motivation for learning in the geographical field by incorporating a form of lesson centered on learning activities that combine and think.