{"created":"2023-05-15T09:01:49.629558+00:00","id":2595,"links":{},"metadata":{"_buckets":{"deposit":"ea940499-d787-4643-b9ea-082b134c84b6"},"_deposit":{"created_by":3,"id":"2595","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"2595"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:00002595","sets":["375:380:1731467314237:455"]},"author_link":["7115","7110","7593","7107","7589","7591"],"item_5_alternative_title_21":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"School Management for Improving Teaching Abilities of Individual Teachers"}]},"item_5_alternative_title_22":{"attribute_name":"タイトル(ヨミ)","attribute_value_mlt":[{"subitem_alternative_title":"カク キョウシ ノ ジュギョウリョク コウジョウ ヲ メザシタ ガッコウ 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本稿では、「確かな学力」を育むために最も重要となる、各教師の「授業力向上」を目指した学校経営の在り方について、一公立中学校の実践をもとに考察した。そこでは、教科の違いを超えた「授業づくりスタンダード」を柱におきながら、研修主任をはじめとするミドルリーダーを中心とした日常的な校内研修体制を整えるとともに、校内巡回を通じた授業参観にもとづく個々の教師との授業づくりをめぐる話し合いの活性化などが図られた。その結果、生徒による授業評価アンケートでは、「よく分かる授業」の広まり、以前から取り組んできた「学習課題とまとめの明示」の定着、および「授業づくりスタンダード」の柱である「振り返る活動」の浸透がみられ、「授業力向上」に向けた取り組みが一定の成果をあげていることが明らかとなった。しかし、個々の授業における「振り返る活動」と「個に応じ、個を生かす場面」とのさらなる充実を図るとともに、「授業づくりスタンダード」を柱として「生徒自らが学ぶ」授業と小中一貫教育とを推進していくことが今後の課題となっている。そのためにも、教科や校種を異にする教師たちが協働的に授業づくりに取り組むように、具体的な方向性を示し手立てを講じていく校長のリーダーシップが果たす役割は大きいといえる。","subitem_description_type":"Abstract"}]},"item_5_description_7":{"attribute_name":"引用","attribute_value_mlt":[{"subitem_description":"弘前大学教育学部紀要. 115-2, p.55-64, 2016","subitem_description_type":"Other"}]},"item_5_full_name_2":{"attribute_name":"著者(ヨミ)","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"7591","nameIdentifierScheme":"WEKO"}],"names":[{"name":"コガワ, 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