Interactive Activities among Students of Different Grades in Integrated Learning Classes and Change in Awareness of Teachers

综合性学习的一个特点是学习者主动开发学习材料。由于学习者主动开发学习材料，所产生的材料超出了现有学科的范围，而是形成跨课程学习。因此，即使所产生的学习材料与基于现有学科的现有材料极其相似，只要主要活动是学习者主动开发学习材料，材料开发的过程就是一个综合学习过程。在这种综合性学习课堂的试行中，采用了各种方法来激发学习者的主动性。然而，教师往往感到不确定离开学习的重要组成部分，以学生单独。因此，教师往往只给学生一个粗略的大纲，而只把学习过程的一部分留给学生。本研究的目的是证明，学习的一些重要部分可以单独留给学习者，通过组合不同年级的学习者，而不是教单一年级的学习者。因此，我们发现，不同年级的学习者的组合可以引入互动学习活动，经常看到在俱乐部活动也到教室。在历史悠久的俱乐部中，高年级的学习者根据通过传统制定的年度计划担任领导职务。同时，低年级的学习者通过观察高年级的学习者来了解他们在接下来的几年里应该做什么。本研究透过在国中、大学的实验结果，显示此学习系统可以在实际的整合学习教室中建立，也可以改变教师的认知。

A characteristic of integrated learning is that learners take initiative in developing study materials. Because learners take initiative in developing study materials, the resulting materials go beyond the scope of existing subjects but form cross-curriculum learning. Therefore, even if the resulting study materials are extremely similar to existing materials based on existing subjects, the process of material development is an integrated learning process as long as the main activity is proactive development of study materials by learners. In trial implementations of such integrated learning classes, various methods are used in order to inspire learners' initiative. However, teachers tend to feel uncertainty about leaving the essential part of learning to learners alone. As a result, teachers often set a rough outline and leave only a part of learning process to learners. The purpose of this study is to demonstrate that some of the essential part of learning can be left to learners alone by combining learners of different grades, rather than teaching learners of single grade. As a result, we found that combination of learners of different grades can introduce interactive learning activities that are often seen in club activities also to classrooms. In long-established clubs, learners of higher grades take leadership based on an annual plan developed through traditions. Meanwhile, learners of lower grades learn what they should do in the next and the following years by looking at the senior learners. This study demonstrates that such learning system can be established in actual integrated learning classrooms and can also change awareness of teachers by showing the results of our trial implementations in elementary schools and colleges.