Practical Study on Safe Summer Seaside Camp for Elementary School Students Ⅴ ─ Influence of Summer Seaside Camping Experience upon Children's IKIRU-CHIKARA（Zest for Living）─

本論文では，臨海学校が参加者の「生きる力」に及ぼす影響について検討することを目的とし，「子どもIKR評定用紙」を用いて，臨海学校前，臨海学校後，臨海学校一ヶ月後の計3回調査を行なった。 その結果，参加児童の「生きる力」は，臨海学校実施前から実施後で有意に向上し，一ヶ月後までに有意な低下が認められた。なお，臨海学校実施前と一ヶ月後では有意な差は認められなかった。よって臨海学校は，参加児童の「生きる力」を向上させることが示唆された。G小学校のような大規模な臨海学校実践は，児童の「生きる力」の向上に影響を及ぼしたものと考えられる。 臨海学校という普段の生活とは異なる生活環境において，小学校4･5･6年生が自分の泳力を高めるとともに，共に響きあい，他者と協力しながら生活するという体験は，児童の「生きる力」を向上させることに影響を及ぼす。このような教育実践は，新学習指導要領において強く意識された体験活動や集団宿泊行事の先導的モデルになると考えられる。This is the fifth report of practical studies on a safe summer seaside camp for an elementary school. The purpose of this study is to investigate influences of a summer seaside camp to school children’s “zest for living”. Investigations were conducted by IKR rating formats for children before, just after and one month after the camp Results reveled children’s zest for living significantly increased just after the camp and significantly decreased one month after the camp. The results indicate that the summer camp increased children’s “zest for living”. The authors presume that a large scale summer camping for the elementary school influenced on the school children’s “zest for living”. Summer camp, which is different from an ordinary life, provides children from the 4th to 6th grades with opportunities to improve their swimming skills, impress each other and corporate with their friends. These experiences are effective for improving children’s “zest for living”. We believe that such educational practices can be a leading model of experimental activities and group events with an overnight stay that are emphasized in the new teaching guidelines