Research of Relationships with Immediate Environments and Comprehensive Learning in Kindergartens and Elementary Schools.

在一所小学，当孩子们是二年级和三年级的时候，我们通过视频观察了两年，每周3节课4节课。此外，我们在另一所小学观察了大约三分之二的生命环境研究课程。在幼儿园方面，我们对一个幼儿园进行了为期两年的每周一次的同一堂课的视频观察，并对另一个幼儿园进行了为期一年的每周一次的视频观察。我们的项目成员还走访了日本各地的幼儿园和小学，观察他们的幼儿教育和综合体验教育（包括生活环境研究）课程。访问学校的总数约为10所幼儿园和30所小学。从这些观察结果出发，分析幼儿园环境对幼儿教育的意义。对于小学教育，特别是如何利用学习环境，如何实施教师的帮助，有更多的提炼。通过这些分析，我们发现了以下结果。1.幼儿园在其环境中有其独特的位置，教育是围绕儿童与所放置的物体的关系这一核心展开的。2.幼儿园教师之间的相互关系和讨论在反思他们的教育中起着重要的作用。3.体验式学习的领域和其他学习环境是否足够丰富是很重要的。4.教师在帮助儿童组织课程的同时，也表达和引出了教师和儿童的个性。5. 学校的课程是由班级内的人际关系来支持的。它们不是固定不变的，而是产生了班级独特的文化。6.课程的形式和内容是多样化的。一个特定的形式不一定超过别人。而是在提取教材价值的同时，方法和材料如何成功地唤起儿童和教师的动机。那里的因素似乎是不同的，取决于具体阶级的情况。少

We observed through video 4 lessons of 3 classes per week for two years in an elementary school, when the children were 2nd and 3rd graders. Also, we observed about two-thirds of the whole lessons of Life-Environment Study in an another elementary school. As for kindergartens, we observed through video the same class once per week for two years in a kindergaren, and also observed once per week for one year in another kindergarten. The menbers of our project also visited kindergartens and elementary schools all over Japan to observe their lessons of early chidhood education and comprehensive and experiential education (including Life-Environment Study). The total of number of visited schools were up to about 10 kindergartens and about 30 elementary schools. From these observations, significance of kindergarten environments for early childhood education were analyzed. As for elementary school education, especially how learning environments were utilized and how teachers' aiding were prac … More iced were extracted. From these analyzes, we found following results. 1.Kindergartens have their characteritic places in their environments, where education is developed around the core of children's relating with objects placed. 2.Interrelationships and discussions among teachers involed in the kindergarten play importnat roles in reflecting on their education. 3.How fields for experiential learning and other learning environments are rich enough is important. 4.Teachers' aids to children structuring the lesson at the same time express and elicit the teachers' and children's individualities. 5. School lessons are supported by interpersonal relationships within the class. They are not fixed, but produce the unique culture of the class. 6.Forms and contents of the lessons are diversified. A specific form is not necessarily exceeds than others. Rather, it is to be asked how methods and materials succeed to evoke motivation of children and teachers while extracting the values of teaching materials. Factors there seem to be diverent, depending on the situations of the specific classes. Less