{"created":"2023-06-19T11:12:09.981878+00:00","id":2361,"links":{},"metadata":{"_buckets":{"deposit":"431f6fe3-dc0d-481b-8fbc-f3cb39788fc1"},"_deposit":{"created_by":5,"id":"2361","owners":[5],"pid":{"revision_id":0,"type":"depid","value":"2361"},"status":"published"},"_oai":{"id":"oai:fukuoka-edu.repo.nii.ac.jp:00002361","sets":["56:58"]},"author_link":["9132","9146","9144","9131","9148","9145","9129","9147","9149","9130","9143","9142"],"item_17_alternative_title_16":{"attribute_name":"その他の言語のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"スウガク　キョウイク　ノ　ナイヨウ　・　カツドウ　ニ　コユウナ　ヒニンチテキ　スキル　ノ　ヒョウカホウ　ノ　カイハツ　－　リョウイキ　「　カンスウ　」　ニ　オケル　チョウサ　ケッカ　ノ　コウサツ　－"}]},"item_17_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2019","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"186","bibliographicPageStart":"179","bibliographic_titles":[{"bibliographic_title":"日本数学教育学会第7回春期研究大会論文集"}]}]},"item_17_description_19":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"subitem_description":"Article","subitem_description_type":"Other"}]},"item_17_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"非認知的スキルの評価法を開発するための一つの取り組みとして，本稿では，単元「比例，反比例」の学習に焦点を当て，中学校数学科の現職教員を対象とした質問紙調査を実施し，その調査結果の意味や限界について考察した．\n調査結果について探索的因子分析を行い，「比例・反比例の学習に対する主体性や粘り強さ」，「比例・反比例の学習に対する協調性や発展性」という2つの因子を特定した．また，重回帰分析を行い，6個の質問項目による決定係数0.728のモデルを作成した．これら分析結果の考察から，教科の内容・活動に固有な非認知的スキルを教員が認知し，価値づけられるようにする必要性とともに，そのような視点を身に付けることによってより多面的な評価が可能となることが示唆される．","subitem_description_type":"Abstract"}]},"item_17_full_name_2":{"attribute_name":"著者（ヨミ）","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"9142","nameIdentifierScheme":"WEKO"}],"names":[{"name":"イワタ, 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