{"created":"2023-06-19T11:11:46.073326+00:00","id":1937,"links":{},"metadata":{"_buckets":{"deposit":"1eb9b49e-6daf-4b38-b726-acf0e986d870"},"_deposit":{"created_by":5,"id":"1937","owners":[5],"pid":{"revision_id":0,"type":"depid","value":"1937"},"status":"published"},"_oai":{"id":"oai:fukuoka-edu.repo.nii.ac.jp:00001937","sets":["71:83:1715563728420"]},"author_link":["4255","4256","4264"],"item_16_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2011-03-24","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"3","bibliographicPageEnd":"86","bibliographicPageStart":"73","bibliographic_titles":[{"bibliographic_title":"福岡教育大学附属特別支援教育センター研究紀要"},{"bibliographic_title":"Research bulletin of Special Education Center"}]}]},"item_16_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"Ashman & Conway(1993)は，子どもが自立した学習者になることを目指し，PBIプランを用いた授業の枠組み「Process-Based Instruction（以下PBI）」を提唱した。本研究では，発達障害児など教育的支援を要する児童が在籍する通常学級の一斉授業にPBIを適用し，彼らの学習におけるプランニング能力促進への効果を検討した。その結果，支援を要する児童の学習参加が増し，授業への取り組み方を質的に変容させる効果があった。さらに，PASS評定尺度や授業後のアンケートを用いて授業でのプランニングに関する自己評価を実施したところPBI実施後は主体的な参加を実感するとともに項目を吟味して客観的に評価しようとする態度の変容が見られ，PBI実施がプランニングに関する知識の獲得や実行に効果があることが示唆された。今後は児童の認知処理の特性をふまえたPBIプランのある授業の枠組みの更なる検討が必要である。","subitem_description_type":"Abstract"}]},"item_16_radio_19":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"subitem_radio_item":"紀要論文 Article"}]},"item_1714138083653":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1883-387X","subitem_source_identifier_type":"PISSN"}]},"item_1714138754612":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"福岡教育大学附属特別支援教育センター"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open 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