近年，理科教育の現場で話題となっている実験，分析へのICT機器の導入について，高等学校「化学基礎」の単元「酸・塩基と中和」と，「化学」の単元「化学反応と熱・光」でデータロガーを導入した実験教材を開発し，試行・実践を行った。
　開発教材にはいくつかの課題も残るが，これまでよりも実験時間を短縮し，授業時間内に生徒自身の操作によりグラフを作成・分析(議論)することができることが確認できた。生徒たち自身がデータの意味を考えながら，連続的かつ自動で計測されたデータをもとに実験結果を分析，考察する機会を提供できるという点では，一定の効果がある教材を開発できたと考えられる。

　The introduction of ICT equipment for experiments and analysis has become an important topic in science education. We developed experimental teaching materials by introducing data loggers for the unit "Acid, Base and Neutralization" in "Basic Chemistry" and the unit "Heat of Reaction and Thermochemistry" in "Chemistry" at senior high school, and conducted trials and practices.
　Although some issues remain with the developed teaching materials, we could shorten the experiment time and confirm that students can create and analyze (discuss) graphs by themselves within the class time. We believe that we could develop teaching materials that have a particular effect in that they provide students with opportunities to analyze and discuss experimental results based on continuously and automatically measured data while considering the meaning of the data.