小学生向け多文化共生・国際関係・生物多様性学習プログラムの開発―ランドスケープ描画法の提案―

この報文は, 絵を描いて自然や生物との関わりを学ぶ「ランドスケープ描画法（Landscape Drawing Method: LDM）」の目的を紹介するとともに，ラオス人民民主共和国・農村部小学校の授業実践から得られた経験を基に, 多文化共生・国際関係理解，生物多様性分野の教育研究・学習活動における本法の応用手順と長所・短所を整理し，その上で，日本の小学生児童（高学年）向けの「学習指導計画」を提案しています．

Developing a learning program for elementary school children for multicultural coexistence, international relations, and biodiversity-Proposal of the Landscape Drawing Method

A learning program for elementary school children was developed and proposed as a packaged teaching plan for Japanese school teachers. It aimed to deepen children’s understanding of multicultural coexistence, international relations, and biodiversity, and to foster a harmonious attitude towards coexistence with people with different cultures and ways of life. It mainly comprised several types of activities, such as drawing images, presentation, and cooperative learning etc. An original approach, the Landscape Drawing Method （LDM）, was developed as a substitute for a questionnaire survey targeting children, and applied to the learning program so that they could actively work to draw and visualize the relationship between nature and living beings in their daily lives. The analysis of the drawn pictures based on the LDM seemed to provide meaningful information that indicated a richness of their experience with nature and knowledge of biodiversity. However, the scientific evidence on the indication is insufficient. For the realization of the practices of the learning program, we have entered into an original project, organized by Kanagawa Prefectural Government, for sending an expert and a researcher to schools as volunteer lecturers, and addressed a proposal on the learning program to the upper grades of all the elementary schools in the prefecture. Although we are yet to receive a request from the schools, the project will be a precious opportunity for experts and researchers to realize a practical application in society based on their specific skills and knowledge. Further and more detailed discussion on the achievement of the learning program is required depending on the progress of the implementation of the program, data collection, and analysis of the images provided by children.