장애학생을 위한 교과 및 영역의 통합지도: 일본 특별지원학교 교육과정에서의 생활단원학습을 중심으로

Abstract

本研究の目的は、日本の特別支援学校学習指導要領で、教科及び領域の統合指導の一形態として提示している生活単元学習を中心に、その性格、指導計画作成時の主眼点と考慮事項、実践の意義と課題を探索し、韓国における特殊教育教育課程の開発及び実践のための示唆点を得ることである。このため、日本の特別支援学校学習指導要領と実践事例、先行研究を考察した。研究結果は、以下の通りである。第一に、生活単元学習は、学生の生活を中心に自立と社会参加に必要な内容を実際的で、総合的に学習する形態であり、指導計画は、各教科の目標と内容を生活上の目標と課題を中心に組織する必要がある。第二に、生活単元学習は、学生の生活を中心に一連の活動を経験することによって、障害学生の自立と社会参加能力の向上を指向するという点で意義があるが、生活単元学習に対する正確な理解、学生の主体性を強調した指導計画の樹立、活動の定型化やマンネリズムからの脱却、個人差を反映した授業設計や展開などの課題が提起されている。第三に、このような結果は、学生の生活を中心に実生活上の目標と課題中心の統合指導の必要性、教育課程に統合的指導に関する具体的な指針の提示、生活単元学習の意義を生かしながら提起される課題に対する解決方案の模索の必要性、統合的指導計画樹立のための教師の専門性の伸長のための方案の模索の必要性という側面で、韓国における特殊教育課程開発及び実践に示唆点を提示している。The purpose of this study is to explore the characteristics, the main points, and considerations when creating instruction plans, as well as the significance and challenges of life unit learning presented in the curriculum of special support schools in Japan. Furthermore, it aims to derive implications for the development and implementation of special education curricula in Korea based on this exploration. For this study, the researcher examined the curriculum and practical cases of special support schools for intellectual disabilities, as well as related previous research in Japan. The research findings are as follows: Firstly, life unit learning is a form of learning where students learn content necessary for independence and social participation centered around their daily lives in a practical and comprehensive manner. Therefore, in planning instruction, there is a need to organize the goals and contents of each subject around the goals and tasks of daily life. Secondly, life unit learning aims to enhance the independence and social participation abilities of students with disabilities through experiencing a series of activities centered around daily life. However, challenges arise such as the accurate understanding of life unit learning, the establishment of instructional plans emphasizing student-initiated activities, breaking away from formalism and mannerism in activities, and designing and implementing lessons reflecting individual differences. Thirdly, these results indicate implications for the development of special education curricula and practice in Korea, particularly in terms of emphasizing the necessity of integrated instruction focused on real-life goals and tasks centered around students' lives, providing specific guidelines at the curriculum level related to integrated instruction, seeking solutions to challenges while preserving the significance of life skills learning, and enhancing teachers' professionalism in developing integrated instructional plans.