少人数指導の個に応じた学習形態については、均等ニ分割・習熟度別・課題別・TT指導の4つの形態を学習内容によって組み合わせて実施している。 単元を通して同一形態の場合や単元の中で形態を組み合わせることもある。 単元の中で形態を変える場合の例として、 |
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導入で一斉(TT)、レディネステストをし、その後、単元を通して習熟度で行なう場合。 また、レディネステストのあと一斉で学習しその後、習熟度で行なう場合もある。どちらも、既習の学習に児童の個人差がある場合、それに対応するために取り入れている形態。 4年生「わり算」2・3年生「たし算とひき算」など また、一斉(TT)で導入し、その後、均等ニ分割で学習し、評価テストにより習熟度別や課題別に分かれる場合もある。 |
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この場合は、新しい学習をし、習熟に差が出たり児童の課題がわかれたりした場合、自分のペースや興味関心に合った学習ができるようにするために取り入れている。 4年生「大きな数」6年生「比例」など グループの分け方としては、 ア 学級を2つのグループにして学習する場合 イ 3学級を4つのグループにして学習する場合 ウ 3学級を4つ以上のグループにして学習する場合 がある。日々の授業はアのグループ分けが多いが、単元末の練習問題や学期末の復習などの時はイやウのグループ分けを使って学習の意欲や習熟を図ることもある。 |