確かにN2
concedes a point as true before countering it, or asserts certainty, 'admittedly / certainly (~ but)'.
確かに幼少期の自然体験は自然観の形成に必要ではあるが、実際に子どもの昆虫採集の様子を見ると、子どもが魅力を感じているのは捕獲の瞬間だけだ。
Certainly, experiences with nature in early childhood are necessary for forming one's view of nature, but when one actually watches children collecting insects, what fascinates them is only the moment of capture.
を通じて/を通してN2
Marks the means or intermediary something happens through, or a span it holds throughout — 'through', 'via', 'throughout'.
学びを通して、自然に対し自分なりの意味を構築していく中で「生命観」も「自然観」も進化していく。
Through learning, as children construct their own meanings in relation to nature, both their “view of life” and their “view of nature” will develop.
に伴ってN2
as one thing changes or occurs, another change accompanies it — 'along with; as; in tandem with'.
それに伴って、「生命愛護」「自然環境との共存」という心情も深化していくものだろう。
Along with this, attitudes such as “caring for life” and “coexisting with the natural environment” will also deepen.
抜きにして / 抜きでN2
Sets something aside or excludes it from consideration — "without ~; leaving ~ aside; not counting ~".
（中略）そのように考えるとき、自然に対して自分なりの意味を見いだせるかということ、実感を伴った理解が行われるかということを抜きにして、「生命愛護」も「自然環境との共生」も語ることはできないだろう。
(Omitted) Viewed in this way, we cannot speak of “caring for life” or “coexisting with the natural environment” without considering whether children can find their own meaning in nature and whether their understanding is grounded in firsthand experience.
についてN32 times in this passage
Marks the topic an action or statement is directed at; 'about', 'concerning', 'regarding'.
子どもの昆虫採集について、生命尊重や希少種保護の観点からの批判的な意見が聞かれる。
Critical opinions are sometimes voiced about children collecting insects, from the perspectives of respecting life and protecting rare species.
的（てき）N3
A suffix turning a noun into a na-adjective meaning "relating to / -like / -ical" (一般的, 科学的).
子どもの昆虫採集について、生命尊重や希少種保護の観点からの批判的な意見が聞かれる。
Critical opinions are sometimes voiced about children collecting insects, from the perspectives of respecting life and protecting rare species.
に対してN33 times in this passage
Marks the target or object an action is directed at, or sets up a contrast between two things, 'toward / with regard to / in contrast to'.
これに対しては、子どもが採集する数など微々たるものなのだから、自然と触れ合うことのメリットを重視すべきだという反論もある。
In response, some argue that the number of insects children collect is negligible and that greater importance should therefore be placed on the benefits of contact with nature.
べきだN3
States what one ought to do as the right or expected course of action — 'should / ought to'.
これに対しては、子どもが採集する数など微々たるものなのだから、自然と触れ合うことのメリットを重視すべきだという反論もある。
In response, some argue that the number of insects children collect is negligible and that greater importance should therefore be placed on the benefits of contact with nature.
というN32 times in this passage
Quotative marker plus 'say' that introduces a name, definition, or reported content — 'called', 'known as', 'that (one) says'.
これに対しては、子どもが採集する数など微々たるものなのだから、自然と触れ合うことのメリットを重視すべきだという反論もある。
In response, some argue that the number of insects children collect is negligible and that greater importance should therefore be placed on the benefits of contact with nature.
ためにN3
marks a purpose ('in order to') or a cause ('because of / owing to').
そのため、昆虫採集をより有意義な体験にするには、大人からの働きかけが必要だ。
Therefore, to make insect collecting a more meaningful experience, guidance from adults is necessary.
すでにN3
Adverb stating an action is 'already' done or a situation already holds.
彼らの学びは、もうすでに始まっているのだ。
Their learning has already begun.
によって/によるN3
Marks means, cause, passive agent, or a factor something depends on; 'by (means of)', 'due to', 'depending on'.
（角屋重樹・森本信也編著『小学校理科教育はこう変わる――ニューサイエンスを求めて』による）
(From Kadoya Shigeki and Morimoto Shinya, eds., “How Elementary Science Education Will Change—In Search of a New Science”)
などN4
Lists one or more representative items and implies others of the same kind exist — 'and so on / etc. / such as'.
これに対しては、子どもが採集する数など微々たるものなのだから、自然と触れ合うことのメリットを重視すべきだという反論もある。
In response, some argue that the number of insects children collect is negligible and that greater importance should therefore be placed on the benefits of contact with nature.
だけでN4
'Just by / with only' — a single small condition alone is enough to produce the result.
子どもの興味に任せるだけではただの遊びにしかならない。
If children are simply left to follow their own interests, it will amount to nothing more than play.
よりN4
Particle marking the standard in a comparison (also a starting point), "than / (more) than; from".
そのため、昆虫採集をより有意義な体験にするには、大人からの働きかけが必要だ。
Therefore, to make insect collecting a more meaningful experience, guidance from adults is necessary.
が必要（がひつよう）N4
Marks something as necessary or required — 'need X / X is necessary'.
そのため、昆虫採集をより有意義な体験にするには、大人からの働きかけが必要だ。
Therefore, to make insect collecting a more meaningful experience, guidance from adults is necessary.
ようにするN4
Expresses making an ongoing effort or arranging things so that something does or doesn't happen — "make sure to / try to (do regularly)".
昆虫の体や生態を見て知る姿勢を教え、子どもが種の多様性に気づくようにすることが大切だ。
It is important to teach children to observe and learn about insects' bodies and ecology so that they become aware of the diversity of species.
〜てしまう / 〜ちゃうN42 times in this passage
Verb te-form plus しまう, marking an action as fully completed or done regrettably/by accident — 'end up ...ing' / 'finish ...ing'; ちゃう/じゃう is the casual contraction.
虫取りに夢中になって時間を忘れてしまう子や自分のつかまえたバッタに見入ってしまう子は、もうその活動の中にその子どものよさや可能性が秘められている。
A child who becomes so absorbed in catching insects that they lose track of time, or one who gazes intently at a grasshopper they have caught, already has their own strengths and potential hidden within that very activity.
〜てくれるN4
Someone does an action for the benefit of the speaker (or the speaker's in-group) — '(someone) does (something) for me'.
「どこがおもしろいの」と訊ねれば、彼らは根拠を持って今自分が価値を持って見つめているものについて答えてくれるだろう。
If asked, “What is interesting about it?”, they will probably be able to explain, with reasons, what they are looking at and valuing at that moment.
〜ていくN43 times in this passage
Marks an action that continues/progresses onward from the present, or is done before moving away — 'to go on doing', 'to do and go'.
学びを通して、自然に対し自分なりの意味を構築していく中で「生命観」も「自然観」も進化していく。
Through learning, as children construct their own meanings in relation to nature, both their “view of life” and their “view of nature” will develop.
ときN4
Marks the time at which something happens — "when X, Y."
（中略）そのように考えるとき、自然に対して自分なりの意味を見いだせるかということ、実感を伴った理解が行われるかということを抜きにして、「生命愛護」も「自然環境との共生」も語ることはできないだろう。
(Omitted) Viewed in this way, we cannot speak of “caring for life” or “coexisting with the natural environment” without considering whether children can find their own meaning in nature and whether their understanding is grounded in firsthand experience.
ということN42 times in this passage
Nominalizes a whole statement into a noun — 'the fact that', 'it means that'.
（中略）そのように考えるとき、自然に対して自分なりの意味を見いだせるかということ、実感を伴った理解が行われるかということを抜きにして、「生命愛護」も「自然環境との共生」も語ることはできないだろう。
(Omitted) Viewed in this way, we cannot speak of “caring for life” or “coexisting with the natural environment” without considering whether children can find their own meaning in nature and whether their understanding is grounded in firsthand experience.
〜ているN54 times in this passage
Describes an action in progress or the state that remains after an action happened — “is doing” or “is in the state of having done”.
確かに幼少期の自然体験は自然観の形成に必要ではあるが、実際に子どもの昆虫採集の様子を見ると、子どもが魅力を感じているのは捕獲の瞬間だけだ。
Certainly, experiences with nature in early childhood are necessary for forming one's view of nature, but when one actually watches children collecting insects, what fascinates them is only the moment of capture.
だけN5
Limiting particle marking 'only / just' — restricts to the stated amount, degree, or item.
確かに幼少期の自然体験は自然観の形成に必要ではあるが、実際に子どもの昆虫採集の様子を見ると、子どもが魅力を感じているのは捕獲の瞬間だけだ。
Certainly, experiences with nature in early childhood are necessary for forming one's view of nature, but when one actually watches children collecting insects, what fascinates them is only the moment of capture.
にするN5
To decide on or turn something into a given state or choice, 'to make it ~ / to go with ~.'
そのため、昆虫採集をより有意義な体験にするには、大人からの働きかけが必要だ。
Therefore, to make insect collecting a more meaningful experience, guidance from adults is necessary.
もうN52 times in this passage
The adverb "already" (with an affirmative), or "(not) anymore / any longer" (with a negative).
虫取りに夢中になって時間を忘れてしまう子や自分のつかまえたバッタに見入ってしまう子は、もうその活動の中にその子どものよさや可能性が秘められている。
A child who becomes so absorbed in catching insects that they lose track of time, or one who gazes intently at a grasshopper they have caught, already has their own strengths and potential hidden within that very activity.
だろうN53 times in this passage
Presumptive expressing conjecture — 'probably', 'I think', or seeking agreement 'right?'; plain だろう / polite でしょう.
「どこがおもしろいの」と訊ねれば、彼らは根拠を持って今自分が価値を持って見つめているものについて答えてくれるだろう。
If asked, “What is interesting about it?”, they will probably be able to explain, with reasons, what they are looking at and valuing at that moment.
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