{"created":"2023-07-25T09:15:35.999498+00:00","id":15511,"links":{},"metadata":{"_buckets":{"deposit":"0bb07f72-b196-4727-9276-a4f168c4ef63"},"_deposit":{"created_by":22,"id":"15511","owners":[22],"pid":{"revision_id":0,"type":"depid","value":"15511"},"status":"published"},"_oai":{"id":"oai:toyama.repo.nii.ac.jp:00015511","sets":["74:77:187:1694"]},"author_link":["132756"],"item_3_alternative_title_19":{"attribute_name":"その他（別言語等）のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"The Method of a Social Studies Lesson by the Hypothesis Examination : The Lesson Improvement by the Active Learning"}]},"item_3_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2017-12-20","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"14","bibliographicPageStart":"7","bibliographicVolumeNumber":"12","bibliographic_titles":[{"bibliographic_title":"教育実践研究 : 富山大学人間発達科学研究実践総合センター紀要"}]}]},"item_3_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本稿では、平成29年告示の小学校学習指導要領社会の分析を通して、仮説吟味学習がアクティブ・ラーニングの視点に立った授業改善に資するものであることを、以下５点より明らかにした。①次期学習指導要領で求められる社会科授業像は、「急激に変動する社会の在り方や社会が抱える課題に対して、合理的な判断を行い、より多くの他者が合意してくれるであろう「市民としての行動」を選択できるようになるために必要な社会認識を形成する授業」であること。②「主体的な学び」とは、「学習動機の主体性」「学習活動の主体性」「認識の主体性」であり、「対話的な学び」とは、「教師と子どもの対話」「子どもと子どもの対話」「教材と子どもの対話」である。そしてそれら２つの学びを通して、「深い学び」すなわち「概念等に関わる知識」の獲得が目指されているということ。③「主体的・対話的で深い学び（アクティブ・ラーニング）」は、仮説吟味学習によって実現されるということ。④仮説吟味学習による授業づくりは、「リアルで知的好奇心を喚起する教材」「身近な教材」「社会諸科学の研究成果によって裏付けられている教材」を選択することによって実現できること。⑤仮説吟味学習の学習過程には、「「個別の事実へ降りる探求」を促す学習問題の設定」「中核発問としての分析的な問いの設定」「討論の組織」の具体化が重要であること。","subitem_description_type":"Abstract"}]},"item_3_description_40":{"attribute_name":"資源タイプ(DSpace)","attribute_value_mlt":[{"subitem_description":"Article","subitem_description_type":"Other"}]},"item_3_description_6":{"attribute_name":"引用","attribute_value_mlt":[{"subitem_description":"教育実践研究 : 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