@article{oai:aue.repo.nii.ac.jp:00003138,
 author = {山田, 丈美 and 都築, 繁幸},
 journal = {教科開発学論集},
 month = {Mar},
 note = {text, 本稿では、合科的指導にかかわる実践研究等の研究動向の量的変化を分析し、1985 年をピークに減少の一途をたどってきた背景と課題について、教科論・教育内容論・教材論の三つの教科学的観点から言及した。当時の合科的指導は活動体験に重きを置き、合科的指導を行う教科の目標や教科内容の上での統合や補完まで綿密に検討されていなかった。当時の反省に立ちつつ、現在における合科的指導の意義の再検討を行うとともに、教科学的な視点から合科的指導の実践的課題を提示した。, This paper has tracked the quantitative change related to practical research on integrated-subject instruction and the like, and cited the background as well as tasks ahead for integrated-subject instruction, which has been on a steady decline since its 1985 peak, from the three perspectives of curriculum studies, i.e., the subject theory, education contents theory, and teaching materials theory. The approach to integrated-subject instruction in the early years had emphasis on activity experiences, which lacked meticulous planning on the integration and supplementation in terms of the objectives of each subject for which integrated-subject instruction was applied, as well as the subject contents. In this paper, lessons learned from those early years have been used in reexamining the current significance of subject-integrated study, and also the tasks of practical research on integrated-subject instruction have been presented from the perspective of curriculum studies.},
 pages = {199--209},
 title = {教科学的観点から見た合科的指導の実践研究の課題},
 volume = {2},
 year = {2014}
}