岩宿博物館における石器作りの体験学習

摘要

体験学習は，知識の習得とともに学習の「動機づけ」，あるいは学習意欲の増進という意味で．実証的な科学分野においては大変有効な教育手段である．これまで岩宿博物館が実施してきた石器作りの体験学習もそのひとつであり，「導入」，「実演」，「体験製作」，「片付け」という段階を経て実施されている．人文科学分野の休験学習では，実験・実証過程にあたる客観的な研究方法の体験だけではなく，研究対象である石器を作るというような主体的・直接的な体験をすることができる．特に，過去の「モノ」である遺物を扱う考古学をテーマとした内容は，体験学習の題材となりやすい．その意味では，実資料という「モノ」を扱う博物館も同様である．より充実した教育活動を展開するためには，博物館学芸員は，体験学習を取り入れた教育の実践方法とともに，体験学習がもつ意義と課題にも目を向けるべきである．体験学習の意義と課題を見据える視点から，教育活動の中で体験学習をどのように位置づけるかという問題と，考古学研究の深化や博物館教育活動全体の発展も視野に入れた体験学習事業の構想とが必要となると考えられる．%The museum experience is a very effective education tool to improve "motivation" for study­ing or the willingness to learn in any field as well as to acquire knowledge. Since the open­ing of Iwajuku Museum in 1992, experiential programs have been an important activity. The main theme of the museum is the Paleo­lithic age of Japan. To learn about this age, we must understand stone implements, which are the only relics found from Paleolithic sites in Japan. The stone tool making experience is a very effective way to improve visitors' interest in and understanding of stone implements. The program for studying and experiencing stone tool making was set up in 2000, and has been continuously operating. The program has four steps, "Introduction", "Demonstration", "Ex­periencing stone tool making", and "Putting things in order". About 3,000 participants a year experience the program. Most of the par­ticipants are the sixth-grade elementary school pupils who are studying the history of Japan for the first time. The aim of teaching at Iwa- juku Museum is the Paleolithic age of Japan, the earliest part of that history, and experien­tial stone tool making plays an important role in the educational purpose of the museum. An experiential study program like the stone tool making at Iwajuku Museum is part of the humanities field. We not only can study the research process but also can experience the object of that academic field directly. The field of archaeology, which studies "objects" such as relics, has the potential to execute and develop experiential studies. Similarly, museums are edu­cational organizations that treat objects as ex­hibits. Museum curators and archaeology re­searchers who are the providers of the experi­ential programs always have the intention of deepening their practical methods. Moreover, they can use these programs to develop educa­tional activities and contribute to academic development as well. The author thinks that the planning of the experiential program is as important as the enhancement of the contents as an educational activity.