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校長ブログ

2月14日(金)の午後、JICA関西が主催する「課題別研究」として、アフリカを中心とした6カ国の途上国から9名の研修員がスタッフ4名とともに樟蔭中学校へ来られました。このような形での訪問は一昨年に続いて4度目となります。

独立行政法人国際協力機構JICAは、日本の政府開発援助(ODA)を一元的に行う実施機関として、開発途上国への国際協力を行っています。JICAはJapan International Cooperation Agencyの略称です。

訪問の目的は樟蔭中学校が行っている「朝の学習」の見学と、それに関する意見交換です。本校では、朝のHRの時間を活用して様々な取り組みを行っていますが、プログラムを作り本格的に始めてから12年になります。

毎回、JICAの方々が見学を希望されているのが「朝のモジュール学習」です。その中でも中学1年の4月から10月まで行っている「百マス計算」を興味深くご覧になり、見学後の意見交換でも多くの質問を頂きます。

「百マス計算」は10×10の表で、欄外に縦横それぞれ10個の数字が書いてあるもので、縦横2つの数字の足し算・掛け算、さらには引き算・割り算を行うものです。終了する時間を計り、記録し、足し算であれば2分以内の完成を目指します。基本的な計算を正確に速くできるようになります。

「朝のモジュール学習」では、これ以外にも音読や計算ドリル、英語のリスニングや新聞記事を用いたワークなど多くの種類を設定していますが、その共通した目的は三つあります。

・学習の習慣を身に付けること
・集中力を養うこと
・達成感や自己肯定感を感じさせること

その効果は様々なところに現れます。基礎的な学力が定着してくるとともに、授業が楽しくなってくることや、自信を持てるようになった生徒が増えてきたこと、また、外部の模擬試験における結果が目に見えて伸びていくなどが挙げられます。

さらには、心が落ち着くようになってきたことがあります。これは想定していなかった喜ばしいことですが、心理的な要因で保健室を訪れる生徒の数が確実に減少しています。精神的に安定して、心に余裕が出来てきたのかも知れません。

このような内容の意見交換をしてJICAの方々との交流を終えました。どの方も、それぞれの国に帰って、この朝の取り組みを是非とも広めたいと感想を述べられていました。毎回、来られる国も人も異なる「課題別研究」ですが、本校でも朝の取り組みを再確認・再点検する良い機会となっています。

校 長  楠野 宣孝

【English version】”Guests from JICA”

On the afternoon of Friday February 14, nine guests from six developing countries, mainly in Africa, paid a visit to Shoin Junior High School. Together with four Shoin staff members, they took part in a ‘Survey & Research’ program hosted by JICA Kansai. This is the fourth visit since they first came last year.

The Japan International Cooperation Agency (JICA) is an integrated agency that provides Japan’s Official Development Assistance (ODA) and facilitates international cooperation with developing countries. JICA is an abbreviation of Japan International Cooperation Agency.

The purpose of their visit was to observe ‘morning learning’ carried out here at Shoin Junior High School and exchange opinions on it. At our school, we make an effort to use 15 minutes of homeroom time in the morning as effectively as possible. It has been 12 years since we introduced this concept for making use of time before classes start.

Every time they visit, what JICA trainees really want to see is ‘Morning Module Learning’. From the activities carried out, the trainees seem to be most interested in the ‘100 Grid Calculation’, a method of learning through repetition which involves multiplication and other calculations carried out on a 10 x 10 grid of numbers. This particular activity is conducted from April to October with first graders at the junior high school. ‘100 Grid Calculation’ consists of a 10 x 10 table with 10 numbers each written vertically and horizontally. This helps to train students in addition, multiplication, subtraction, and the division of two numbers both vertically and horizontally. When we do these exercises, we measure how long it takes each student to complete them and record the time. The aim is to finish calculating within 2 minutes.

Before long, the students have learned to do basic calculations both accurately and quickly. In ‘Morning Module Learning’, there are also many other types of activities for students to do including, reading aloud, calculation drills, English listening and tasks using newspaper articles. All of these activities have three common purposes.

・ To acquire learning habits
・ To develop concentration
・ To obtain a sense of achievement and self-affirmation

The positive effects of these activities manifest in many ways. As the students’ basic academic skills become established, their lessons have become more enjoyable. In addition, the students have become more confident, and the results of their trial exams have improved dramatically. Furthermore, the students involved generally appear to be calmer and more thoughtful. A greater level of mental stability and presence of mind has been an unexpected benefit and has undoubtedly resulted in a steadily decline in the number of students visiting the sick room.

After further discussing ideas and opinions on the aforementioned activities and concluding the exchange with the JICA trainees, the trainees all committed to returning to their respective countries to spread what they had learned and seen at Shoin. Every year, through this program the countries from which trainees visit us differ and it provides us with a good opportunity to reconfirm and re-evaluate these morning learning activities.

Principal Nobutaka Kusuno