総合的探究の場を創出する条件・思考・活動 ～MAP・QDT・DRPの統合フレームワーク～
DOI:
https://doi.org/10.51094/jxiv.3269キーワード:
MAP、 QDT、 DRP、 プロジェクト、 意味生成、 協働的探究抄録
本稿は、筆者が提唱するMAP原理（Meaningful・Authentic・Personal）、QDTモデル（Quatro Dynamic Thinking：Diving・Expanding・Networking・Flowing）、そしてDRP法（Discussion・Research・Presentation）の三つの教育理論を統合した包括的フレームワークを構築し、探究型学びのための教育革新の理論的基盤を提示することを目的とする。MAP原理は、学びが「本物」となるための三つの存在論的条件を示す。Meaningfulとは学習者が意味の文脈において知識と関わることであり、Authenticとは現実世界に根ざした真正の問いと実践への参加であり、Personalとは学習者自身のアイデンティティ・経験・将来ビジョンとの有機的接続である。QDTモデルは、思考の四様式を動的サイクルとして統合したものである。Diving Thinkingは問いの根拠へと潜行する垂直的思考、Expanding Thinkingは多角的視点から可能性を拡張する水平的思考、Networking Thinkingは概念・人・事象のつながりを構造化する関係的思考、Flowing Thinkingは学びを行為・表現・変容へと開く動的思考である。DRP法は、「目的を持った活動（purposeful act）」としてのプロジェクトを、Discussion・Research・Presentationの三つの実践的行為の相互作用によって遂行する方法論である。この三つの行為はグローバル社会を生きるためのコンピテンシーを統合的に育成する実践的枠組みである。本論文では、MAP×QDT×DRPの三者が生み出す相乗効果を理論的に分析し、QDT×DRPの相互作用によってMAPの条件が満たされるということを論証する。
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