日本推動探究學習活動課程以提升學生核心素養與能力發展之回顧與展望

Inquiry-Based Learning in Japan: A Review and Future Perspectives on Enhancing Students’Core Competencies

自1998年《學習指導要領》修訂以來，日本的國中與高中課程中正式導入了「綜合學習時間」，使「綜合性」與「跨學科性」的學習開始受到廣泛關注。此制度推行至今已持續多年，並在2018年的修訂中，國中階段仍保留「綜合學習時間」的名稱，而高中階段則更名為「綜合探究時間」，顯示出教育政策對更具探究導向的學習推進之重視。回顧這二十年的發展歷程可以發現，不同學制與學校之間，其實施狀況與成果差異甚大。本文旨在回顧綜合性與探究性學習的演進脈絡，探討深化探究學習所需的關鍵要素，並分析在制度與實踐層面取得良好成效的學校如何建構有效機制。同時，也檢視先行實踐學校推動探究學習的具體策略與特徵，藉以尋求能切實促進學生素養與能力提升的探究活動模式。此外，本文亦根據針對未來將承擔「綜合探究時間」課程的師資培育大學生所進行的特別講座問卷調查結果，分析其對探究學習的期待與認知，並揭示其所感受到的教育可能性與發展方向。

Since the 1998 revision of the national Course of Study in Japan,“Integrated Learning Time”has been officially incorporated into both junior and senior high school curricula, signifying the formal adoption of integrated and cross-disciplinary learning. This educational framework has continued for more than two decades. With the 2018 revision, the policy direction was further refined: while the term“Integrated Learning Time”remained in junior high schools, senior high schools adopted the revised term“Integrated Inquiry Time”, reflecting a stronger emphasis on inquiry-based learning. A review of the past 20 years reveals significant variation across schools in terms of implementation processes and educational outcomes. This study examines the historical development and educational context of integrated and inquiry-based learning in Japan, identifies core elements essential for deepening inquiry-driven learning, and analyzes the institutional mechanisms and instructional designs that have contributed to successful practice. In addition, the study introduces exemplary inquiry-based learning models, pedagogical strategies, and distinguishing features of pioneering schools, highlighting how these practices contribute to the cultivation of students’competencies and capabilities. Furthermore, this study incorporates findings from a special lecture given to pre-service teachers enrolled in a teacher-training program, exploring their perceptions of and expectations for inquiry-based learning. Through this analysis, the study also discusses the future potential, challenges, and developmental directions of inquiry-driven education.