{"created":"2023-05-15T14:41:46.262154+00:00","id":216,"links":{},"metadata":{"_buckets":{"deposit":"2aa4dfb7-9494-44c4-b5bc-4c720ac6e390"},"_deposit":{"created_by":11,"id":"216","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"216"},"status":"published"},"_oai":{"id":"oai:okazaki.repo.nii.ac.jp:00000216","sets":["60:25","60:25:47","60:25:47:31"]},"author_link":["540"],"item_3_biblio_info_12":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2016-03-15","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"2","bibliographicPageEnd":"51","bibliographicPageStart":"41","bibliographic_titles":[{"bibliographic_title":"岡崎女子大学・岡崎女子短期大学　地域協働研究"}]}]},"item_3_description_10":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"　算数科において「見通し」をもつことは、子供自ら問題解決を進めていく上で重要である。木下竹次の「学習法」注1）に おける「問題解決の着手点」の考え方も同意と捉えている。前学年から本時に至るまでの系統的な教材分析を行い、関連 する学習内容やアイデア、方略を事前に指導してから本時の問題解決に入ることが必要である。本稿では、小学4年「何 倍でしょう」について、近隣の協働研究校の2つの授業実践の概要を紹介する。「前学年までの既習内容を意識させる復習 や本時の導入」や「見通しに気付かせる自力解決時の声かけ」は、子供たちが本時の問題解決で「見通し」をもって学習 を進めるために有効であると推察できる。\n","subitem_description_type":"Other"}]},"item_3_description_8":{"attribute_name":"記事種別(日)","attribute_value_mlt":[{"subitem_description":"研究論文","subitem_description_type":"Other"}]},"item_3_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.18929/00000203","subitem_identifier_reg_type":"JaLC"}]},"item_3_source_id_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AA12785595","subitem_source_identifier_type":"NCID"}]},"item_3_source_id_19":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"21892385","subitem_source_identifier_type":"ISSN"}]},"item_3_text_6":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_value":"岡崎市立男川小学校"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"蜂須賀, 渉"},{"creatorName":"ハチスカ, ワタル","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"540","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2017-07-04"}],"displaytype":"detail","filename":"地域協働２蜂須賀.pdf","filesize":[{"value":"1.2 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"地域協働２蜂須賀","url":"https://okazaki.repo.nii.ac.jp/record/216/files/地域協働２蜂須賀.pdf"},"version_id":"12b7370c-1689-4a05-a50a-1d8af1674926"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"問題解決の着手点","subitem_subject_scheme":"Other"},{"subitem_subject":"見通し","subitem_subject_scheme":"Other"},{"subitem_subject":"自力解決","subitem_subject_scheme":"Other"},{"subitem_subject":"机間指導","subitem_subject_scheme":"Other"},{"subitem_subject":"関係図","subitem_subject_scheme":"Other"},{"subitem_subject":"Start point of problem solution","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"projection","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"solution on one’s own","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"walking around the class and check how they are doing","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"relationship diagram","subitem_subject_language":"en","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":"問題解決の着手点としての「見通し」の一考察 ̶小学4年算数「何倍でしょう」の協働研究を通して̶","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"問題解決の着手点としての「見通し」の一考察 ̶小学4年算数「何倍でしょう」の協働研究を通して̶"},{"subitem_title":"A Study of “Projection” as the Start Point of Problem Solution ̶Through the Cooperative Study of Arithmetic for the Fourth Grader “How Much Bigger Is It?”","subitem_title_language":"en"}]},"item_type_id":"3","owner":"11","path":["25","31","47"],"pubdate":{"attribute_name":"公開日","attribute_value":"2017-07-05"},"publish_date":"2017-07-05","publish_status":"0","recid":"216","relation_version_is_last":true,"title":["問題解決の着手点としての「見通し」の一考察 ̶小学4年算数「何倍でしょう」の協働研究を通して̶"],"weko_creator_id":"11","weko_shared_id":11},"updated":"2023-05-15T14:56:20.249157+00:00"}