The New Movement : School and Community Integrated Curiculum : Development Focusing on Service-learning in the USA

はじめに I サービスラーニングの概念と学習方法上の特色 1 サービスラーニングの定義の吟味 2 S・Lの本質 (1) S・Lの理念 (2)S・Lのカリキュラム (3) S・Lの学習方法論 (4) S・Lの特色の概括 3 サービスラーニング導入の背景 4 サービスラーニングの効果 II S・Lによる学校改善への効果 1 S・Lと学校改善との関係性 2 学校改善におけるS・Lの導入・展開過程 III S・Lのカリキュラム開発のケース分析(「連関性」の視点から) 1 S・Lカリキュラム統合のアプローチ 2 メリーランド州のS・L実践における学際的な「連関性」 IV 学習過程におけるマネジメントのケース分析(「協働性」の視点から) 1 効果的なS・L実践の基本的要因 2 S・Lを実施する組織化のための戦略 3 ウィスコンシン州のS・L実践例 4 アリゾナ州のS・L実践例(以上 中留武昭) V S・Lの学習過程のケース分析(ワシントン州の6ステップから) (倉本哲男) 結語 1 S・L活動の便益 2 S・Lプログラムの創造(以上 中留武昭, 倉本哲男)Service-learning is a method for students to learn through participating in organized service projects that are planned to help fulfill the needs of a community and integrate into the academic curriculum. Such projects provide a structured rime for students to think, talk, and write about what they saw and did during the service activity. Well planned service-learning projects can enhance what is taught in the school by taking learning beyond the classroom and into the real world. Service-learning has three important factors: collaboration, curriculum integration, and reflection Collaboration in service-learning involves school personnel, students, and members of the community working together to develop a program that will benefit all participants Curriculum integration is necessary to assure that students arc not only meeting community needs with a project, but also learning academic skills while participating in a project. Reflection is the part of the project in which students look back on what has been done in a critical way. Three cases of service-learning are analyzed in this paper. A case of curriculum integration from Maryland, a case of collaboration from Wisconsin, and a six step service learning process including reflection used in Washington State are shown. The great impact of service-learning for school improvement by curriculum management will also be introduced in this paper