本研究では、「学び合う関係」の構築に必要な教室授業や日常生活における共感や協調性と体育授業におけるゲーム領域の連携技能の関係を検討した。
その結果、教室授業で他者の声に傾けたり、日常生活で他者と価値を創造できたりする児童は、身体運動の中で仲間の意図や力量を推し量り、相対的な位置取りができることが明らかとなった。反対に、教室授業で聴く行為が良くなかったり、日常生活で協調性が低いと評価されたりする児童は、自らの興味に依る刺激へ反応し、仲間に注意が払われない傾向が見られた。しかし、他者と連携が必須となる身体運動の課題制約により、普段共感や協調性が低い児童にも、連携が生まれる可能性も示唆された。
In this study, we examined the relationship between empathy and cooperation in classroom lessons and daily life, which are necessary to build a "learn to others", and cooperative skills in the game domain in physical education classes.
As a result, children who can listen to the talk of others in classroom lessons and can create value with others in their daily lives can guess the intentions and abilities of their peers during physical movement, and it became clear that it could be positioned. On the other hand, children who did not listen well in classroom lessons or were evaluted as having poor coordination in daily life tended to respond to stimule based on their own interests and not pay attention to their peers.
However, it was also suggested that even children with low empathy and cooperation may be able to cooperative due to the limitation of physical movement that requires cooperation with others.
体育学習における「学び合う関係」に向けた各運動領域の身体性の育成
2021RP0012
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