{"created":"2023-06-20T14:08:10.201476+00:00","id":3121,"links":{},"metadata":{"_buckets":{"deposit":"457ddf73-502d-4bbe-b369-dd180c05e93b"},"_deposit":{"created_by":10,"id":"3121","owners":[10],"pid":{"revision_id":0,"type":"depid","value":"3121"},"status":"published"},"_oai":{"id":"oai:naragakuen.repo.nii.ac.jp:00003121","sets":["1:493"]},"author_link":["3269","3271","3270","3272"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2018-09-30","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"57","bibliographicPageStart":"47","bibliographicVolumeNumber":"9","bibliographic_titles":[{"bibliographic_title":"奈良学園大学紀要"},{"bibliographic_title":"Bulletin of Naragakuen University","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"「主体的・対話的で深い学び」という表現に注目し、「深い学び」が授業改善の究極の目標であるとの立場で論を進めている。この「深い学び」は「主体的・対話的な学び」の学習活動に支えられてはじめて成立するものである。それゆえ、「深い学び」をめざすなら「主体的・対話的な学び」の学習活動を充実させることが必要不可欠なものであり、主体的・対話的な学びを充実させることによって子ども達に深い学びを味わわせることができると考えている。\nそこで、算数科で育てるべき学力の中核となる数学的な考え方を「主体的・対話的な学び」を通して育てていく授業づくりの着眼点として子どもの意欲・情意面に焦点を当てた。それは子どもの学習意識が連続し発展していくような単元及び１時間の指導計画を作成することにより、受け身の学習でなく自ら課題の解決に主体的・対話的に取り組む学習活動の展開が期待できる。学習意識を軸にした指導展開について第４学年「垂直・平行と四角形」の単元を取り上げ、具体例として単元構成と１時間の展開について詳しく紹介している。","subitem_description_type":"Abstract"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"奈良学園大学"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2188－918X","subitem_source_identifier_type":"ISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"金山, 憲正"},{"creatorName":"カナヤマ, ノリマサ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"田村, 真生"},{"creatorName":"タムラ, マキ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"Kanayama, Norimasa","creatorNameLang":"en"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"Tamura, Maki","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2018-10-29"}],"displaytype":"detail","filename":"紀要05_金山、田村.pdf","filesize":[{"value":"782.2 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"本文PDF","url":"https://naragakuen.repo.nii.ac.jp/record/3121/files/紀要05_金山、田村.pdf"},"version_id":"cdfc8912-25b9-4532-8a94-49bfb7c0bd16"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"数学的な考え方","subitem_subject_scheme":"Other"},{"subitem_subject":"学習意識","subitem_subject_scheme":"Other"},{"subitem_subject":"授業づくり","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"主体的・対話的で深い学びをめざした算数指導の一考察","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"主体的・対話的で深い学びをめざした算数指導の一考察"},{"subitem_title":"A Study of Arithmetic Guidance aiming at Subjective,Interactive and Deep Learning","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"10","path":["493"],"pubdate":{"attribute_name":"公開日","attribute_value":"2018-10-29"},"publish_date":"2018-10-29","publish_status":"0","recid":"3121","relation_version_is_last":true,"title":["主体的・対話的で深い学びをめざした算数指導の一考察"],"weko_creator_id":"10","weko_shared_id":-1},"updated":"2023-06-20T14:26:50.169011+00:00"}