新型コロナウイルス感染症の拡大により大学教育における

Against the global environmental issues, there has been an active rethinking of facing the “field”. Since 2019, Yoshiharu Tsukamoto Laboratory at Tokyo Tech has been engaged in satoyama revitalization activities. The method of discovering problems in the field and using students’ own bodies to solve problems can be called “field learning”, and drawing is the key to feeding this back into architectural design and education. The drawings created through the activities were created based on different principles from conventional architectural drawings. This paper aims to examine the process and principles of drawing creation.

The purpose of this paper is to investigate the changes that are occurring in the normative views peculiar to reclaimed land and that looks through the axis, and to identify the factors that are contributing to these changes. First, Viewpoints were set where roads and drains intersect with embankments in Tsuda-naiko lagoon reclaimed land. The plan composition, land use, cross-sectional composition, and landscape composition as seen from the embankment were investigated and analyzed at each site. The results revealed the following about the changes that were occurring. Firstly, the presence of obstructing elements and the loss of the axis line made it impossible to see through the axis line. Secondly, with regard to the landscape overlook, the presence of three-dimensional elements around the axial line prevented the view of the field. In addition, the reduction in elevation differences caused differences in the view of the fields. With regard to the symmetry of the fields, there was a lack of symmetrical viewpoints due to the disappearance of the fields and the emergence of three-dimensional elements. For the slopes that existed on the roads, the visual effect was lost due to the loss of the slope.

高等学校の地理学習における

生徒はフィールドに出ることで，実際に現地を見なければわからないことがあると実感し，地域の特徴や実態を正確に踏まえた上で課題をとらえ直し，解決に向けた多面的・多角的な考察を行うようになった．また，一つの大きな課題が解決した地域であっても，全てがうまく行っているわけではなく，地域内において住民間の温度差や時には摩擦があることも見定めている．さらに，地域の人たちとのつながりや生徒間の議論を通して，コミュニケーション能力を向上させ，協働的に学ぶことの価値や社会に貢献する意義を理解し，課題探究・解決への意欲を高める効果があることがわかった．