{"created":"2022-05-31T05:04:35.023635+00:00","id":2018006,"links":{},"metadata":{"_buckets":{"deposit":"c5ac6015-18c8-49d3-8077-4684287deaee"},"_deposit":{"created_by":8,"id":"2018006","owner":"8","owners":[8],"owners_ext":{"displayname":"ryukyu_lib","username":null},"pid":{"revision_id":0,"type":"depid","value":"2018006"},"status":"published"},"_oai":{"id":"oai:u-ryukyu.repo.nii.ac.jp:02018006","sets":["1642837622505:1642837676552:1653357697321","1642838403551:1642838409392"]},"author_link":[],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_1551255647225":"算数科における子どもの「問い」がつながる授業を志向した実践 ―第３学年「かけ算」と「あまりのあるわり算」における事例―","subitem_1551255648112":"ja"},{"subitem_1551255647225":"Classes that Connect Children’s “Questions” in Elementary School Mathematics ─ Two Cases “Multiplication” and “Division with Remainder” in the Third Grade ─","subitem_1551255648112":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"濱川, 法子","creatorNameLang":"ja"},{"creatorName":"Hamakawa, Noriko","creatorNameLang":"en"}]}]},"item_1617186476635":{"attribute_name":"Access Rights","attribute_value_mlt":[{"subitem_1522299639480":"open access","subitem_1600958577026":"http://purl.org/coar/access_right/c_abf2"}]},"item_1617186609386":{"attribute_name":"Subject","attribute_value_mlt":[{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"問題解決型学習"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"小学校"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"「問い」の顕在化・焦点化"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"数学的な見方・考え方"}]},"item_1617186626617":{"attribute_name":"Description","attribute_value_mlt":[{"subitem_description":"本研究では，算数科で主流とされている問題解決型学習において，子どもたちが主体的に課題解決に取り組むために，子どもたち自ら抱く疑問や困り感などの「問い」を中心に据え，その「問い」がつながる授業を志向した。具体的には，子どもたちの学習過程において「問い」がどのようにつながっていくのかを整理し，その「問い」に対する子どもと教師の働きかけを組み込んで構造化していく授業を実践した。この授業実践を通して，一人ひとりが問題に対して生起した個の「問い」を顕在化させ，それを全体の「問い」へと焦点化させることで，対話が促され，子どもたちが主体的に「問い」を追求する姿が多く見られた。しかし，子どもたちが自ら数学的な見方・考え方を働かせて「問い」続けるためには，教師の働きかけに課題があることも分かった。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_1522300295150":"ja","subitem_1522300316516":"琉球大学大学院教育学研究科"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_1551255818386":"jpn"}]},"item_1617186819068":{"attribute_name":"Identifier Registration","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.24564/0002018006","subitem_identifier_reg_type":"JaLC"}]},"item_1617186920753":{"attribute_name":"Source Identifier","attribute_value_mlt":[{"subitem_1522646500366":"PISSN","subitem_1522646572813":"2432-5341"},{"subitem_1522646500366":"NCID","subitem_1522646572813":"AA12789304"}]},"item_1617186941041":{"attribute_name":"Source Title","attribute_value_mlt":[{"subitem_1522650068558":"ja","subitem_1522650091861":"高度教職実践専攻（教職大学院）紀要"}]},"item_1617187056579":{"attribute_name":"Bibliographic Information","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2022-03-15","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"176","bibliographicPageStart":"165","bibliographicVolumeNumber":"6"}]},"item_1617258105262":{"attribute_name":"Resource Type","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_1617265215918":{"attribute_name":"Version Type","attribute_value_mlt":[{"subitem_1522305645492":"VoR","subitem_1600292170262":"http://purl.org/coar/version/c_970fb48d4fbd8a85"}]},"item_1617605131499":{"attribute_name":"File","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2022-05-31"}],"filename":"Vol6p165.pdf","filesize":[{"value":"2.6 MB"}],"url":{"objectType":"fulltext","url":"https://u-ryukyu.repo.nii.ac.jp/record/2018006/files/Vol6p165.pdf"},"version_id":"3f1ae748-d8dd-4c5d-91be-f3383641d654"}]},"item_title":"算数科における子どもの「問い」がつながる授業を志向した実践 ―第３学年「かけ算」と「あまりのあるわり算」における事例―","item_type_id":"59","owner":"8","path":["1653357697321","1642838409392"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2022-05-31"},"publish_date":"2022-05-31","publish_status":"0","recid":"2018006","relation_version_is_last":true,"title":["算数科における子どもの「問い」がつながる授業を志向した実践 ―第３学年「かけ算」と「あまりのあるわり算」における事例―"],"weko_creator_id":"8","weko_shared_id":-1},"updated":"2022-05-31T05:15:20.839305+00:00"}