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コンテンツとコンピテンシーの結節点としての教科の「見方・考え方」の機能 : 高等学校数学科を例に
https://doi.org/10.18999/nueduca.71.2.41
https://doi.org/10.18999/nueduca.71.2.41391849da-876e-4d2d-92d2-d682d1d53616
| 名前 / ファイル | ライセンス | アクション |
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nueduca7102_04.pdf (1.0 MB)
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| アイテムタイプ | itemtype_ver1(1) | |||||||||
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| 公開日 | 2026-04-01 | |||||||||
| タイトル | ||||||||||
| タイトル | コンテンツとコンピテンシーの結節点としての教科の「見方・考え方」の機能 : 高等学校数学科を例に | |||||||||
| 言語 | ja | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | The Function of “Discipline-based Epistemological Approach” in Subjects as a Junction of Content and Competency : An Example from High School Mathematics | |||||||||
| 言語 | en | |||||||||
| 著者 |
向井, 昌紀
× 向井, 昌紀
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Japanese curriculum guidelines propose the “discipline-based epistemological approach” in sub jects as a viewpoint that connects the versatility of abilities while respecting the characteristics of each subject. It is believed that these “discipline-based epistemological approach” play an impor tant role as a junction that connects content and competency in subject learning. However, specific content regarding the “discipline-based epistemological approach” in subjects and the relationship between “quality and ability” and the “discipline-based epistemological approach” in subjects have not yet been sufficiently researched. In response to this, this research considers the “discipline-based epistemological approach” as a crucial concept that functions as a nexus connecting content and competency in subject learning. From this perspective, this research reinterprets the essential concept of the “discipline-based epis temological approach” and clarifies how it functions in the process of developing both content and competency in an interrelated manner. Through an analysis of Japanese curriculum guidelines and prior research, this research identi fied that the concept of the “discipline-based epistemological approach” is more abstract than the concrete, domain-specific concepts presented in subject content. At the same time, it is more con crete than competencies, which are described in a more general and abstract manner, as it includes subject-specific content. Throughout this research, the essence of mathematical content has been regarded as the “math ematical discipline-based epistemological approach”, and competency has been understood as the ability to apply the “mathematical discipline-based epistemological approach” in a versatile manner across different domains and topics beyond specific content. Based on this understanding, by posi tioning the “discipline-based epistemological approach” as a nexus between content and competen cy, this research has clarified its function in two key processes. The first process is the development of competency through learning subject content. In this process, the “discipline-based epistemo logical approach”, which represents the essential concepts extracted from specific subject content, can be applied beyond individual units, and the ability to activate it is cultivated as a competency. The second process is the deepening of understanding of subject content through the activation of competency, which is the ability to utilize the “discipline-based epistemological approach”. Effec tively utilizing the “discipline-based epistemological approach” as a nexus is an essential factor in developing both content and competency in a connected manner. Additionally, using cases where the “discipline-based epistemological approach” is applied is an effective approach to fostering this connection. Furthermore, it is suggested that along with an examination of the relationship of theories of self reflection, deepening interest, and legitimate peripheral participation, the “ discipline-based epis temological approach” positively encourages an awareness of the value of studying a subject. This indicates that the “ discipline-based epistemological approach “ may have a profound effect on the internal learning motivation of learners. Additionally, the type of learning that recognizes the value of studying does not conclude solely as an individual endeavor; it also means participation in a com munity of cultural practices mediated by subject learning. In that regard, learning in the classroom becomes an integral connection point to society. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 名古屋大学大学院教育発達科学研究科 | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | The Graduate School of Education and Human Development, Nagoya University | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプresource | http://purl.org/coar/resource_type/c_6501 | |||||||||
| タイプ | departmental bulletin paper | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.18999/nueduca.71.2.41 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | PISSN | |||||||||
| 収録物識別子 | 1346-0307 | |||||||||
| 書誌情報 |
ja : 名古屋大学大学院教育発達科学研究科紀要. 教育科学 en : Bulletin of the Graduate School of Education and Human Development. Educational Sciences 巻 71, 号 2, p. 41-60, 発行日 2025-03-31 |
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