Ryotaro Urai
project.1
koyasan workshop
Planning and Practice of “Furusato Learning” in Koya Town 2022
Action research / 2022 / KOYASAN
Since 2020, I have been working on practical research on town development learning at a municipal junior high school in Koya Town, Wakayama Prefecture. His research theme is "analysis of the role of 'town development learning' practice in elementary and secondary education in co-creation town development", and he is conducting research with an interdisciplinary approach based on action research in actual educational settings. . In the action part, at a municipal junior high school in Koya-cho, Wakayama Prefecture, where Koyasan Kongobu-ji Temple is located, in collaboration with teachers, we are working on the planning and implementation of "town development learning" that is assumed to be learned in the three years of junior high school. . In the research part, along with analyzing the process of planning and implementing community development learning, we conducted a questionnaire survey of students after classes were held and interviews with teachers and local residents to find out about the learning programs and implementation methods of each year. We are considering it from a comparison of reactions of local residents. As a result, the ideal program for the implementation of community development learning and its issues were sorted out.
Implementation process of hometown learning
Koya-cho has a world heritage site and is famous as a tourist destination. Under these circumstances, Koyasan Junior High School, the only junior high school in Koya Town, has been working on "hometown learning" during the comprehensive study period with the aim of establishing love for the hometown. From 2020, town development learning was introduced as part of this “hometown learning”. In the first year, it will be implemented as a proposal-oriented program in which the results of learning are compiled and presented over the course of the year, and in the 2021 academic year, the learning process will include opportunities for regional cooperation through interaction and collaboration between students and local stakeholders. , It was implemented as a grade-by-grade program, assuming continuous learning of community development throughout the three years of junior high school. In the 2022 academic year, it was implemented as a program of inter-grade collaboration projects, assuming that all grades of junior high school will jointly form multiple project teams and be continuously involved in community development activities.
Hometown learning plan contents
The 2022 “Furusato Learning” is divided into three sub-themes set by the students themselves, which the authors have set as the theme “Let’s propose a future town that makes use of the people, industries, and space of Koya Town.” It was planned as a content to discuss "What do you want to do with the town of Koyasan?" The classes will be the same as in 2021: Step 1: Examining research themes (3 hours), Step 2: Fieldwork (14 hours), Step 3: Planning the future of the town (17 hours), Step 4: Intermediate planning for the future Divided into 4 steps of presentation and exchange of opinions (4 hours), it was planned to be carried out for a total of 20 times and 38 hours. It was decided that the work in Step 2 would be done by grade, and the work in Steps 1, 3, and 4 would be done in collaboration with different grades.
Step 1: Examination of research themes
After 30 students worked on creating a mind map, they followed the procedure of sharing their thoughts on the attractions and issues of Koyasan on a monitor. After that, they were divided into six groups and examined research themes for proposing the future of the town that makes use of the people, industries, and space of Koya Town.
Step2: Fieldwork
In order to understand the "attractiveness and issues of Koyasan" and "what we want for the future" by local residents, the students held 12 classes for about 100 minutes (breakdown: 1 class jointly for all first-year students, 5 times for 1st-year students, 4 times for 2nd-year students, 1 I worked on fieldwork for 2 years). The author proposed candidate sites based on the research themes of each group in Step 1, and 13 target sites were selected by teachers and students (Kongobu-ji Temple, carpenter "Onoue-gumi", cypress bark roofing). Craftsman ``Cypress bark house'', Japanese confectionery shop ``Sazanami'', vegetarian restaurant ``Hanabishi'', Kakuhama sesame tofu shop, paper craftsman ``Washi no Kai'', paper craftsmanship ``koubou2466 (Nishimuroin)'', Nankai Electric Railway line value creation section・Guest house “kokuu”, Koya Town Board of Education, tourism town development organization “DMC Koyasan”) will conduct interviews with local residents. After conducting a survey for each grade, the students created an A1 panel summarizing the interview content and shared the information with all grades.
Step 3: City Future Concept
Students worked on group work to draw a future image of the town. The content is divided into 3 themes freely set by the students, and based on the information collected in the fieldwork, the idea of community development that utilizes the people, industries, and space of Koya-cho is examined. At that time, time was set aside to receive advice on making proposals from local residents according to the requests of the students.
Step4：Presentation of future concept and exchange of opinions
The students created the structure and scenario of the presentation, put the final result on A1 size imitation paper, and presented it to the local residents at the new annex of Kongobu-ji Temple. After the presentation of the future concept, about 30 minutes were set aside for an exchange of opinions with local residents. The final product was exhibited at the Koya Town Tourist Information Center for about three months.
Artifacts of hometown learning
Through interview surveys with local residents, etc., they became aware of the issues related to the succession of traditional industries, the trend of tourists, and the utilization of historical spatial resources that are not being used effectively. I put together A1 imitation paper and free work (sketches, models, mockups, PPT slides). In Step 1, in the process of examining research themes, the students were interested in three points: ``characteristics and current status of Koyasan's traditional industries,'' ``planning methods for town development ideas unique to Koyasan,'' and ``methods for promoting town development activities.'' In step 2, interviews with local residents are conducted with each grade taking charge of the three viewpoints, and in step 3, you can purchase food and goods that make use of traditional industries in the historical space (park) that is not used well. We considered proposals for redeveloping the facilities as hubs for walking around the town, as well as proposals for holding a stamp rally for walking around the town so that people could come into contact with niche cultural assets and traditional industries. Furthermore, after exchanging opinions with local residents in step 4, in the next year's hometown learning, food development and sales that make use of traditional industries in collaboration with local residents and niche cultural assets in collaboration with government officials A project was born to implement the development of a puzzle-solving map to get people to come into contact with traditional industries.
NEWS
Presentation of activities in a lecture at Niigata University Graduate School