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May 11, 2014

学力状況調査の問題のL方型マトリックス

Photo


今年度の学力状況調査問題(小学校国語)で、一番印象に残っているのは、A問題の7だった。

「情報を関連付ける」というねらいで、図のような表を提示していた。
これは、2つの事象を関連付けた、L型マトリックスと呼ばれる図である。

http://blog.isovocabulary.com/03_qc/post_184/
では、マトリックス図について、次のように解説している。

==========
問題を明確化する方法として、行に属する事象と列に属する事象により構成される二次元的な表に着目して、以下のような手法として用いられます。
* 表の配列から問題の所在や問題の形態を探る
* 表の配列から問題解決のための着想を得る
===========

 登場人物の行動と心情
 人物Aと人物Bの比較
など、教科書の手引きでよく提示されるのは、上下に仕切ってまとめる表だから、一次元の思考整理。
 討論は、むしろ一次元で行わないと、論点がずれてしまう。

 上下にまとさせるだけでも大変だと思ったら、L型マトリックスによる二次元の思考整理まで文科省は望んでいるということか。

 マトリックスには示せないが、縦横で仕切った4ますをイメージしてください。

(1)今回の学力状況調査の「人数」と「難易度」の掛け合わせ

 A:多人数で遊べ、しかも容易な遊び
 B:多人数で遊べるが、難しい遊び
 C:少人数しか遊べないが、容易な遊び
 D:少人数でしかも難しい遊び


(2)「海の命」の太一の心境
  「父の復讐」と「与吉じいさの教え」の掛け合わせ。
  Aが難しいから、BをとるかCをとるかで葛藤していることになるか、

A:父の復讐を果たし、与吉じいさの教えも守りたい
 B:父の復讐を果たせなくても、与吉じいさの教えを守りたい
 C:父の復讐は果たすが、与吉じいさの教えを破ってしまう
 D:父の復讐も果たせず、与吉じいさの教えも守らない 

(3)「ごんぎつね」の「ごん」の行動
 「つぐない」と「ばれたら殺される」の掛け合わせで、

 A:殺されることなく、つぐないを果たしたいが、
 B:「殺されてもいいから、つぐないを果たす」か
 C:「殺されるのを恐れて、つぐないをやめるか」で迷っていると言えるだろうか。

 もちろん、D:「殺されて、つぐないもできない」では悲しすぎる。
 
 「ごんぎつね」の場合は、「ごんは兵十に気づいてほしかったのか」という一次元思考でよいのかもしれないが・・。
 

 実際の教科書教材で、L型マトリックスがどう使えるかを考えてみたい

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