「SEL (感情と社会性を育む学び)」の教育プログラムの研究および開発
Bibliographic record
Abstract
本研究では、「Social Emotional Learning（SEL,感情と社会性を育む学び）」の教育プログラムの研究および開発を行った。SELとは、健全な自尊感情をもち他者と適切な社会関係を築くための、技術や態度、価値観を育てる学習のことである。主要な研究成果は三点ある。 第一に、アメリカでSELスペシャリストとして小学校にて教鞭をとっているKeio Sato教諭をお招きし、SELの理念と方法について慶應義塾大学教職課程センターの授業を履修する学生に対してご講演をいただくと共に、授業技術について実演して頂いた。その際には、他大学の教育学教員や塾内一貫校教員、SELを日本に適用する可能性について議論をおこなった。近年日本でも注目を集めているSELについて、塾内一貫校内においても、その理念や技法について周知する一助となった。さらには文部科学省職員にもご参加いただき、今後文科省としてSELを推進したいという意向の意義や課題について、議論を行った。課題としては、日本の特別の教科道徳とどう違いを打ち出すか、さらには学習指導要領にどう位置づけるかが課題であることが明らかになった。 第二に、日本の現職教員（小学校・中学校・高校）を対象に、Keio Sato氏のワークショップを開催し、具体的な教育技術の交流を行った。SELを実践する場合は、個人の主張よりも協調性が重んじられる日本文化や、学級が生活集団でもある日本の学校環境、さらにはある出来事に対する感じ方の文化差にあわせて、教育技術をさらに改編する必要があることが明らかになった。 第三に、米国の状況だけに依存しないよう、カナダにおけるSELの実情についても視察をおこなった。世界的に有名なトロント大学附属小学校に赴き、カナダにおけるSEL教育の実際を観察した。カナダは米国よりもダイバーシティについてさらに寛容な状況にあるが、それでも価値の多様化に伴いSELの実施について論争があることがわかった。なおその後、トロント大附属小校長のRichard Messina氏との交流が続き、2024年4月には氏が来日し、幼稚舎を訪問するなど、一貫教育校の国際的な情報発信および実践交流にも寄与する結果となった。 In this study, we inquired the ways to develop an educational program for "Social Emotional Learning (SEL)," which promotes some skills, attitudes, and values for developing healthy self-esteem as well as social relationships with others. There are three main findings. First, we invited SEL specialist Keio Sato, an elementary school teacher in the U.S. to give a lecture to students on the philosophy and methods of SEL. She also gave a demonstration of her SEL teaching techniques, which made students quite excited. The professors from other universities, teachers from Keio 1-12 schools, and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) officials also participated in the demonstration. After that, a good discussion on the possibility of applying SEL in Japan was held by all of them. It became clear that the issues were how to differentiate SEL from Japanese special subject “Doutoku (moral education),” and how to put SEL in the national course of study. Second, we held a workshop with Keio Sato for Japanese teachers (elementary, junior high, and high school) to exchange specific teaching techniques. The participants discussed how to apply SEL in a Japanese school environment, where cooperation is valued more than individual assertiveness, where class is not only for a study group but also a intense group for spending a whole day in a school. It was also pointed out the need for further modification of educational technology to accommodate cultural differences in the way students feel about certain events. Third, we studied the SEL learning situation in Canada. We visited Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto to observe their SEL education. In Canada, there is controversy over how SEL is implemented. In the result of our wonderful exchanges with the principal, Mr. Richard Messina came to Yochisha Keio Elementary school in April 2024. It is our pleasure to promote the international exchange of good practices in those two schools.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.006 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".