名古屋経済大学　市邨高等学校｜市邨中学校

台湾報告会レポート4

生徒主体の国際支援報告シンポジウムで共有した学びと実践

― 世界の現状を見つめ、国際平和探究活動を発表する機会として ―

本事業に取り組んできた日本と台湾の生徒たちは、専門家とともに学びを深めながら、世界の現状と自分たちの国際平和探究活動について報告する国際支援報告シンポジウムを実施しました。

これまで、生徒たちはオンラインで継続的に学び合い、パレスチナの子どもたちへの学校支援、カンボジアの子どもたちへの学校支援、難民女性のフェアトレード支援に、ともに取り組んできました。今回のシンポジウムは、そうした学びと実践の歩みを振り返り、言葉にし、共有する場となりました。

文部科学省EDU-Portニッポンは、教育の知見を海外と共有し、その学びを日本の教育にも還元していくことを重視しています。今回のシンポジウムでも、日本と台湾の生徒たちがそれぞれの学びと実践を共有し、対話を通して理解を深める時間となりました。

① 国際支援報告シンポジウム

シンポジウムでは、生徒たちが世界の課題を自分たちの問題として受け止め、どのような問いを立て、どのように学び、どのような行動へとつなげてきたのかを報告しました。文部科学省は、「探究」を、実社会や実生活の中から問いを見いだし、自分で課題を立て、情報を集め、整理・分析して、まとめ・表現する学習活動と示しています。今回の報告の場は、その探究の過程を社会にひらき、学びを外部へ発信する機会となりました。

また文部科学省は、学習活動の成果を外部に発信し、多くの聴衆に向けて発表し、他校の児童生徒と意見交換・交流を行う機会も、探究の要素をもつ発表機会として示しています。今回のシンポジウムも、生徒たちが探究の過程を他者と共有し、対話を通してさらに学びを深める時間となりました。

さらに、学習指導要領において、「何を学ぶか」だけでなく「どのように学ぶか」を重視し、主体的・対話的で深い学びの視点から授業改善を進めることを示しています。生徒たちが自らの問いをもとに学びを深め、他者に向けて発表し、対話の中でさらに考えを深めていく今回のシンポジウムは、そうした学びの在り方を考える機会にもなりました。

② ポスターセッションによる探究報告

報告の後には、ポスターセッションを行い、生徒一人ひとり、あるいは各グループが取り組んできた探究活動について、個別に報告を行いました。ポスターを通して自分たちの問いや学びの過程、実践の内容を整理し、相手に伝え、質問を受けながらさらに考えを深めていく時間は、探究活動の大切な一場面となりました。

文部科学省は、探究的な見方・考え方を働かせ、横断的・総合的な学習を通して、よりよく課題を解決し、自己の生き方を考えていくための資質・能力を育成することを目標に掲げています。

また、探究的な学習に主体的・協働的に取り組み、互いのよさを生かしながら、積極的に社会に参画しようとする態度を養うことも重視しています。今回のポスターセッションでも、生徒たちは自らの学びを振り返り、他者との対話を通して考えを深め、探究の成果を表現していました。

③ ESD・SELの視点から見た学び

このような活動は、ESD（持続可能な開発のための教育）を考える上でも大切な学びの場となります。ユネスコは、ESDについて、学習者が十分な情報に基づいて判断し、責任ある行動をとる力を育む教育であると示しています。

世界の現状を知るだけでなく、そこから問いを立て、支援活動や発表へとつなげていく今回の実践も、そうした学びと関わるものです。

さらに、ユネスコ憲章は、「戦争は人の心の中で生まれるものであるから、人の心の中に平和の砦を築かなければならない」と示し、教育・科学・文化を通して諸国民の協力を進めることを目的に掲げています。

生徒たちが国や地域の違いを越えて学び合い、世界の課題を共有し、自分たちの探究活動として表現し合う今回のシンポジウムは、相互理解を深め、平和の基礎を築くことを考える機会ともなりました。

また、SEL（社会性と情動の学習）の視点から見ても、相手への共感や思いやりを育み、それを他者への配慮を伴う責任ある判断へとつなげていくことは、重要な学びの一つです。

ユネスコは、SELを、感情を理解し調整すること、他者への思いやりや配慮を育むこと、前向きな関係を築くこと、そして責任ある意思決定につなげる学びとして示しています。自分の考えを言葉にし、相手を尊重しながら伝え、異なる視点に耳を傾ける今回の経験も、そうした学びにつがるものでした。

本校では今後も、ユネスコの理念、ユネスコ憲章の理念、文部科学省EDU-Portニッポンの趣旨、そして市邨学園の建学の理念に則り、対話と交流を基盤とした探究的な学びを大切にしながら、世界の課題に向き合う教育実践を積み重ねてまいります。

次回はレポート５にて、姉妹校協定の調印の様子を報告いたします。

市邨高校ユネスコ報告インスタグラムはこちら

Taiwan Report Meeting Report 4

Sharing Learning and Practice through the International Support Report Symposium

– Presenting Inquiry-Based Learning on Global Issues and International Peace –

The Japanese and Taiwanese students who have participated in this project held an International Support Report Symposium, where they shared what they had learned with experts and presented their inquiry-based activities on global issues and international peace. Until now, the students had continued learning together online while also working side by side in support of Palestinian children’s schools, Cambodian children’s schools, and fair-trade initiatives for refugee women. This symposium became an opportunity to reflect on those experiences, put them into words, and share them with others.

MEXT’s EDU-Port Japan places importance on sharing educational knowledge internationally and bringing what is learned back into education in Japan. This symposium also became an occasion for Japanese and Taiwanese students to share their learning and practice with one another and to deepen their understanding through dialogue.

① International Support Report Symposium

During the symposium, the students presented how they had come to see global issues as matters connected to their own lives, what kinds of questions they had raised, how they had learned, and how they had connected that learning to action. MEXT explains inquiry-based learning as a process in which students identify questions from real life and society, set their own tasks, gather information, organize and analyze it, and then summarize and express what they have learned. In that sense, the symposium provided an opportunity to open the process of inquiry to others and share the students’ learning with a wider audience.

MEXT also notes that opportunities to present learning outcomes publicly, speak to a larger audience, and exchange ideas with students from other schools are important elements of inquiry-based learning. In this symposium as well, the students were able to share their inquiry process with others and deepen their learning further through dialogue.

In addition, MEXT’s Course of Study places emphasis not only on what students learn, but also on how they learn, highlighting the importance of independent, interactive, and deep learning. The symposium, in which students deepened their learning through their own questions, presented their ideas to others, and further refined their thinking through discussion, offered a valuable opportunity to reflect on this approach to learning.

② Poster Session on Inquiry-Based Learning

Following the symposium, the students held a poster session, where each student or group gave an individual presentation on the inquiry activities they had carried out. Organizing their questions, learning process, and practical activities into posters, explaining them to others, and then deepening their thinking through questions and conversations became an important part of the inquiry process.

MEXT states that the Period for Inquiry-Based Cross-Disciplinary Study aims to foster the qualities and abilities students need to solve problems more effectively and to reflect on their own way of living, by engaging in cross-curricular and interdisciplinary learning through inquiry-based perspectives and ways of thinking. It also emphasizes the importance of encouraging students to engage proactively and collaboratively in inquiry, making use of one another’s strengths and developing the attitude to participate positively in society. In the poster session, the students looked back on their own learning, deepened their ideas through dialogue with others, and expressed the outcomes of their inquiry.

③ Learning from the Perspectives of ESD and SEL

Activities such as these also provide an important opportunity to think about ESD (Education for Sustainable Development). UNESCO explains ESD as education that empowers learners to make informed decisions and take responsible action. This project did not stop at learning about global issues. Instead, students raised questions, connected their learning to support activities, and expressed their ideas through presentations. In this sense, the symposium was also related to the goals of ESD.

Furthermore, the UNESCO Constitution states that “since wars begin in the minds of men and women, it is in the minds of men and women that the defenses of peace must be constructed,” and it calls for cooperation among peoples through education, science, and culture. In this symposium, students from different countries and regions learned together, shared global issues, and expressed their inquiry as part of their own educational journey. This became an opportunity to reflect on mutual understanding and on building the foundations of peace.

From the perspective of SEL (Social and Emotional Learning) as well, cultivating empathy and consideration for others, and connecting these to responsible decision-making, is an important form of learning. UNESCO describes SEL as learning that helps people understand and regulate emotions, develop empathy and care for others, build positive relationships, and make responsible decisions. The experience of expressing one’s own ideas, communicating with respect for others, and listening to different perspectives was also connected to this kind of learning.

In accordance with the ideals of UNESCO, the principles of the UNESCO Constitution, the vision of MEXT’s EDU-Port Japan Support Project, and the founding spirit of Ichimura Gakuen, our school will continue to value inquiry-based learning grounded in dialogue and exchange, while steadily building educational practices that engage with global issues.