IDに基づく防災教育の設計・評価に関する一考察 : 青赤紙を用いた率先避難訓練を事例に

本研究では筆者らが行った「青赤紙を用いた率先避難訓練」の防災教育を事例に，よりよい防災教育へ改善していくための問題点と，その改善策を検討した．その結果，本事例の問題点として(1)率先避難者の役割をどのように教えるのかといった「教授方略」に注力し，「目標」や「評価」を決めるための学習者分析を十分に行わなかったこと，(2)「目標」や「評価」をあいまいなままに教育を行ったことで，学習者が理解したことと教育者が教えたいことにズレがあった可能性を見出すことができた．インストラクショナルデザイン（以下ID）を用いることでこの問題点の改善策を提示し，「目標」⇒「評価」⇒「教授方略」の順番で教育を設計することが，よりよい防災教育へ改善していくために重要であることを，防災教育の具体的事例に基づき示すことができた．

Based on the example of a disaster preparedness education program implemented by the authors, leading evacuees drills using red/blue paperboard, this study examined the problems of the program and their remedial measures for improving disaster preparedness education. As a result, the following two problems were identified: 1) the focus was on the teaching strategies, such as methods for teaching the roles of leading evacuees, and learner analysis for setting the goals and the assessment criteria was not fully conducted, 2) there might have been a gap between what the instructors wanted to teach and what the learners understood due to the fact that the program was implemented without setting clear goals and assessment criteria. Based on a specific example of disaster preparedness education, it was demonstrated that in order to improve disaster preparedness education, it is important to present remedial measures for the problems of the program using instructional design (ID) and to design the education program in the order of goals, assessment criteria, and finally teaching strategies.

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