{"_buckets": {"deposit": "450521d5-75e1-4ed0-a122-2a25747ec3a8"}, "_deposit": {"created_by": 8, "id": "13380", "owners": [8], "pid": {"revision_id": 0, "type": "depid", "value": "13380"}, "status": "published"}, "_oai": {"id": "oai:nara-edu.repo.nii.ac.jp:00013380", "sets": ["1737"]}, "author_link": [], "item_3_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2020-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "179", "bibliographicPageStart": "173", "bibliographicVolumeNumber": "6", "bibliographic_titles": [{"bibliographic_title": "次世代教員養成センター研究紀要", "bibliographic_titleLang": "ja"}]}]}, "item_3_description_4": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "数学教師は、「どのように(学ばせるのか)」と「なぜ(学ぶのか)」の「問い」を往還しながら二重性を合わせ持ち日々教壇に立っている。この二重性を一人の教師の中で統合するのが、「語り(物語)」であると考える。そして、その二重性を生きる教師の「授業」の語りを子ども達は聴き、学んでいる。教員養成の課題もまた、その二重性の間に生じた授業観の葛藤にあると考える。本研究は、教育実習や長期インターン学生の指導に表れた、彼らの「語り(物語)」の生成と変容に注目する。この「語り(物語)」の構造は、彼らが「稽古」として、指導する教師との長期的な対話の中で感化され、型の習得に始まり模倣されて学ばれるものである。本稿では、メネラウスの定理を題材とした授業から、教員養成としての「稽古」の意味を、彼等のナラティブに読み解き分析する。", "subitem_description_type": "Other"}]}, "item_3_full_name_2": {"attribute_name": "著者(ヨミ)", "attribute_value_mlt": [{"names": [{"name": "タケムラ, カゲキ"}]}, {"names": [{"name": "フナバシ, ユカ"}]}, {"names": [{"name": "エモリ, ヒデヨ"}]}, {"names": [{"name": "ニシナカ, ノリヒロ"}]}, {"names": [{"name": "ヤマガミ, ナルミ"}]}, {"names": [{"name": "カメイ, トモヤ"}]}]}, "item_3_full_name_3": {"attribute_name": "著者別名", "attribute_value_mlt": [{"names": [{"name": "TAKEMURA, Kageki"}]}, {"names": [{"name": "FUNAHASHI, Yuka"}]}, {"names": [{"name": "EMORI, Hideyo"}]}, {"names": [{"name": "NISHINAKA, Norihiro"}]}, {"names": [{"name": "YAMAGAMI, Narumi"}]}, {"names": [{"name": 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[{"creatorName": "舟橋, 友香"}]}, {"creatorNames": [{"creatorName": "江森, 英世"}]}, {"creatorNames": [{"creatorName": "西仲, 則博"}]}, {"creatorNames": [{"creatorName": "山上, 成美"}]}, {"creatorNames": [{"creatorName": "亀井, 朋也"}]}]}, "item_files": {"attribute_name": "ファイル情報", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_date", "date": [{"dateType": "Available", "dateValue": "2020-07-10"}], "displaytype": "detail", "download_preview_message": "", "file_order": 0, "filename": "CERD2020-H3.pdf", "filesize": [{"value": "2.0 MB"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_note", "mimetype": "application/pdf", "size": 2000000.0, "url": {"label": "CERD2020-H3", "url": "https://nara-edu.repo.nii.ac.jp/record/13380/files/CERD2020-H3.pdf"}, "version_id": "af47949d-0e9a-4dbc-b0ed-fb07c43e8330"}]}, "item_keyword": {"attribute_name": "キーワード", "attribute_value_mlt": [{"subitem_subject": "教員養成"}, {"subitem_subject": "数学教師の二重性"}, {"subitem_subject": "よい授業"}, {"subitem_subject": "語り・物語"}, {"subitem_subject": "稽古"}, {"subitem_subject": "模倣"}, {"subitem_subject": "Teacher training", "subitem_subject_language": "en"}, {"subitem_subject": "The duality of mathematics teachers", "subitem_subject_language": "en"}, {"subitem_subject": "Good lesson", "subitem_subject_language": "en"}, {"subitem_subject": "Narrative", "subitem_subject_language": "en"}, {"subitem_subject": "Practice", "subitem_subject_language": "en"}, {"subitem_subject": "Mimesis", "subitem_subject_language": "en"}]}, "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": "数学科における「よい授業」の構成原理の探究(2)- 数学の「語り」の変容プロセスに注目して -", "item_titles": {"attribute_name": "タイトル", "attribute_value_mlt": [{"subitem_title": 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数学科における「よい授業」の構成原理の探究(2)- 数学の「語り」の変容プロセスに注目して -
https://doi.org/10.20636/00013338
https://doi.org/10.20636/00013338