WEKO3
アイテム
算数科における逆向きの指導計画に基づく授業づくり
https://hbg.repo.nii.ac.jp/records/2000272
https://hbg.repo.nii.ac.jp/records/2000272bdfb7852-37ea-40fd-8013-a842c02afef1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
g15-03.pdf (1.6 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-03-31 | |||||||||
| タイトル | ||||||||||
| タイトル | 算数科における逆向きの指導計画に基づく授業づくり | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Lesson Development Based on Backward Unit Planning in Mathematics Education | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 逆向きの指導計画 | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Backward Design Plan | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 確かな学力 | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | reliable academic skills | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 授業改善 | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | lesson improvement | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 算数 | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | elementary school mathematics | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
中谷,智子
× 中谷,智子
× 植田,敦三
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| 著者（英） | ||||||||||
| 姓名 | NAKATANI,Tomoko | |||||||||
| 言語 | en | |||||||||
| 著者（英） | ||||||||||
| 姓名 | UEDA,Atsumi | |||||||||
| 言語 | en | |||||||||
| 著者ID | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 言語 | en | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Recently, the education field has entered an era of mass teacher retirements, leading to a sharp increase in inexperienced teachers who struggle daily with lesson planning. We observed up close how many teachers, focused on progressing through the textbook as scheduled, end up with lessons centered too much on explanations. Conversely, some lessons prioritize discussions or presentations so heavily that they fail to reach the intended goals or leave no time for reflection at the end. These issues often stem from a lack of awareness of each lesson’s place within the unit, as well as an unclear focus on the aims and activities to be carried out. We concluded that such challenges are due to insufficient planning in lesson design. In addition, the results of the 2017 and 2018 National Assessments of Academic Ability and Academic Achievement show that “I can do it” and “I understand” increase children’s self-esteem and lead to the development of children who are proactively engaged in solving problems. It can be said that the accumulation of joy in “understanding” and “being able to” is of great significance for children. To ensure reliable academic skills for each student, we drew on the ‘backward design’ theory proposed by Grant Wiggins and Jay McTighe in the United States, referring to it as a ‘backward instructional plan.’ The goal was to create a teaching plan that allows all students to actively engage in solving the final learning tasks, set with a clear view of the unit’s ultimate objectives. For this purpose, we conducted research in elementary school mathematics to clarify the qualities and abilities to be cultivated at the lesson-planning stage and to implement effective classroom practices. | |||||||||
| 言語 | en | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 言語 | ja | |||||||||
| bibliographic_information |
広島文化学園大学学芸学部紀要 号 15, p. 17-25, 発行日 2025-03-14 |
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| 出版者 | ||||||||||
| 出版者 | 広島文化学園大学学芸学部 | |||||||||
| item_10002_source_id_9 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 21858837 | |||||||||
| item_10002_source_id_11 | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12532487 | |||||||||
