{"created":"2023-12-20T04:36:22.041656+00:00","id":2000194,"links":{},"metadata":{"_buckets":{"deposit":"d8e95c24-5132-4cba-bdfe-810b232ed455"},"_deposit":{"created_by":11,"id":"2000194","owner":"11","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"2000194"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:02000194","sets":["375:380:1702882041828"]},"author_link":["7092","7095","7098"],"control_number":"2000194","item_5_biblio_info_8":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023-10-27","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"101","bibliographicPageStart":"95","bibliographicVolumeNumber":"130","bibliographic_titles":[{"bibliographic_title":"弘前大学教育学部紀要","bibliographic_titleLang":"ja"}]}]},"item_5_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"特別支援学校（知的障害）２校へのコンサルテーションをとおして標題に示す課題と解決方策について検討した。Ａ校においては，学校教育目標の組織的共有から単元等の構想や学習評価を踏まえた教育課程改善までのプロセスを16段階に区分したチェックシートを基に４件法で回答を求め，その結果に基づき，「促進要因」「阻害要因」「対応方策」の３点について検討を求めた。Ｂ校においては，授業場面における生徒の学びの姿の写真と対話の逐語記録を提示し，評価の観点と見取りについて共通理解を図った。その後、全教員で授業場面を録画した動画を見合い，出された意見の傾向について分析した。前者では，学校教育目標の組織的共有や個別の指導計画との関連付けの課題等が把握され，共通様式での検討と児童生徒の学びの見取りを共有するための対話の時間確保の必要性が挙げられた。後者では，事実と解釈に基づく肯定的な見方の解決方策への影響が示唆された。以上のことから，事例を踏まえた研修による肯定的な児童生徒理解の意識化や一連の諸指導計画を機能させるためのシステム構築の必要性が確認された。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_5_full_name_2":{"attribute_name":"著者(ヨミ)","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"7095","nameIdentifierScheme":"WEKO"}],"names":[{"name":"キクチ, 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