#223_Creating a Lesson on the Preciousness of Life - Kyoiku Shuppan Grade 5 'Nozomi' (Part 2)
The second half of lesson planning is 'creating questions'.
We will focus on the questions that form the backbone of the lesson.
One of the difficulties in creating moral education lessons is the 'gap between values and daily life'.
What is depicted in textbook materials are 'moral values'.
If we only focus on the discussion here, it becomes difficult for children to think about moral values in relation to themselves.
Not being able to think about it in relation to themselves means that the learning content does not become their own.
There are 'ways of asking' that make it easier to think.
Since moral education became a formal subject, 'why' questions that ask for the reasons behind actions have been used frequently.
On the other hand, there are students who cannot easily answer (cannot think of an answer) even when asked 'Why do you think...?'
'Why' questions are difficult to think about.
Therefore, we devise ways of asking.
We enable them to get on the foundation of thinking by using ways of asking that are not 'why'.
In the case of this material,
Why did Mitsuki say she wanted to go to school?
This is written in the textbook as the main question.
There will definitely be students who cannot answer this.
So, we transform it like this.
What kind of place was school for Mitsuki?
In which class do you think life is cherished more: the class with Mitsuki or the class without her?
What changes for the children in the class because Mitsuki is there?
This is a method of asking 'why' without asking 'why'.
Another method is 'asking with a subordinate clause'.
This is a questioning method where you add a premise to what would otherwise be a simple sentence like 'Why did A do...?'
Even though there are many hardships, such as moving in a bed and living with an oxygen mask, and the illness will not be cured,
why did Mitsuki say she wanted to go to school?
The ease with which children can think changes significantly depending on how you ask.
I want to think of questions that are conscious of children's thinking and that are close to children's thinking.