{"created":"2023-05-18T10:13:03.406535+00:00","id":5145,"links":{},"metadata":{"_buckets":{"deposit":"9cc7c7b3-6f6b-4344-b361-097b67d60851"},"_deposit":{"created_by":5,"id":"5145","owners":[5],"pid":{"revision_id":0,"type":"depid","value":"5145"},"status":"published"},"_oai":{"id":"oai:yamanashi.repo.nii.ac.jp:00005145","sets":["63:66:515"]},"author_link":["24328"],"control_number":"5145","item_2_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2022-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"317","bibliographicPageStart":"305","bibliographicVolumeNumber":"27","bibliographic_titles":[{"bibliographic_title":"教育実践学研究 : 山梨大学教育学部附属教育実践総合センター研究紀要","bibliographic_titleLang":"ja"},{"bibliographic_title":"Journal of Applied Educational 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Formulation Technique）を用いた授業において，生徒が行う「質問づくり」が，生徒にどのように受け止められ，どのような効果があるか，そして，その効果の原因は何かを明らかにするため，中学校２年生40 名を対象に国語科の古文単元の授業を行い，授業後のアンケートを元に分析した結果の報告である。\nアンケートのSCATによる分析とその結果の支持度の調査から，生徒はQFTの授業において「質問の持つ効果」や「多様な読み方による楽しさへの期待」「課題解決への可能性」等を感じること，教師の質問には，疑問のずれや間違いへの恐れなどを感じていることがわかった。また，QFTにおいての学習意欲の高まりという効果には，QFTの過程および質問の価値の認知が重要な役割を果たすことが明らかになった。","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_2_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.34429/00005112","subitem_identifier_reg_type":"JaLC"}]},"item_2_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"山梨大学教育学部附属教育実践総合センター","subitem_publisher_language":"ja"}]},"item_2_source_id_11":{"attribute_name":"NCID","attribute_value_mlt":[{"subitem_source_identifier":"AA11414565","subitem_source_identifier_type":"NCID"}]},"item_2_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1881-6169","subitem_source_identifier_type":"PISSN"}]},"item_2_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2022-03-29"}],"displaytype":"detail","filename":"j27_305-317.pdf","filesize":[{"value":"2.9 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Technique）","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"発問","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"学習意欲","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"主体性","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"SCAT","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":"質問づくりの授業は生徒に何をもたらすか : QFT（Question Formulation Technique）を用いた授業の考察","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"質問づくりの授業は生徒に何をもたらすか : QFT（Question Formulation Technique）を用いた授業の考察","subitem_title_language":"ja"},{"subitem_title":"シツモン ヅクリ ノ ジュギョウ ワ セイト ニ ナニ オ モタラスカ : QFT Question Formulation Technique オ モチイタ ジュギョウ ノ コウサツ","subitem_title_language":"ja-Kana"},{"subitem_title":"What can a question-making class do for students?","subitem_title_language":"en"}]},"item_type_id":"2","owner":"5","path":["515"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2022-03-29"},"publish_date":"2022-03-29","publish_status":"0","recid":"5145","relation_version_is_last":true,"title":["質問づくりの授業は生徒に何をもたらすか : QFT（Question Formulation Technique）を用いた授業の考察"],"weko_creator_id":"5","weko_shared_id":-1},"updated":"2025-02-20T01:07:22.742172+00:00"}