「総合的な学習の時間」に対する中学生のとらえかた -学校生活・教科学習の充実度と総学で身につく資質能力の関係-

本稿では「総合的な学習の時間」に対する中学生のとらえかたを学校社会学的視点から明らかにする。対象は中等教育学校前期課程の３年生である。同校では後期課程との接続を意識した六年一貫教育に取り組んでいる。７つのキー・コンピテンシーを設定し「課題研究（＝総合的な学習（探究）の時間）」を柱とする教育課程を編成している。３年生は「自己の生き方」に関わる課題を自ら設定し，解決方法を工夫して取り組み，得られた成果を論文及びポスターにまとめ，発表することになっている。調査では学校生活の充実度や教科の授業への意欲及び授業内容の理解度を尋ねた。また，それらと「課題研究」のテーマ設定や計画の充実度，「課題研究」を通して「身についた」と感じる資質能力との関係を検討した。計画の充実度や設定したテーマの質と，学校生活への満足度や教科の授業に対する意欲及び授業内容の理解度との間には明確な相関が見られることが明らかとなった。

This study clarifies how junior high school students perceive “The Period for Integrated Studies”. Third-year students in the first half of the secondary school are the subjects of this survey. This Secondary School is working on a six-year integrated education that is conscious of the connection with the second half of secondary school. The school has a curriculum centered on “The Period for Integrated Studies” with the goal of equipping students with seven key competencies. In the third grade, they are supposed to set their own issues related to “the way of life” , devise solutions, and summarize the obtained results in papers and posters. In this survey, I asked about the degree of fulfillment of third-year junior high school students in school life, the willingness to work on subject classes, and the degree of understanding of the content of the classes. In addition, the relationship between these results and the theme setting of “problem research”, the degree of fulfillment of each research plan, and the competencies and abilities that they feel “acquired” through “problem research” was examined. It was clarified that the students who were able to make a fulfilling research plan and set high-quality research subjects were more satisfied with their school life, motivated to take lessons in the subject, and understood the contents of the lessons.