{"created":"2023-06-19T11:45:15.373171+00:00","id":15522,"links":{},"metadata":{"_buckets":{"deposit":"f24726b4-0c7b-4aa6-83c3-65ec3c870be0"},"_deposit":{"created_by":13,"id":"15522","owners":[13],"pid":{"revision_id":0,"type":"depid","value":"15522"},"status":"published"},"_oai":{"id":"oai:mie-u.repo.nii.ac.jp:00015522","sets":["143:144:274:1373"]},"author_link":["51698","51699","51700","51701","51702","51703","51704","51705"],"item_4_biblio_info_6":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023-03-17","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"2","bibliographicPageEnd":"350","bibliographicPageStart":"337","bibliographicVolumeNumber":"74","bibliographic_titles":[{"bibliographic_title":"三重大学教育学部研究紀要　自然科学・人文科学・社会科学・教育科学・教育実践"},{"bibliographic_title":"Bulletin of the Faculty of Education, Mie University. Natural Science, Humanities, Social Science, Education, Educational Practice","bibliographic_titleLang":"en"}]}]},"item_4_description_14":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_4_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究の目的は，総合的な学習の時間（STEP）を中核に据えた，教科横断的かつ持続可能なカリキュラムの開発とその実現を図ることである。本報告では，2021 年後半から2022 年前半までの取り組みを整理し，2022 年後半から2023 年にかけての研究の展望を検討することである。\n主に整理した点は，(1)2021 年度後半から2022 年度前半までのSTEP での各学年での取り組み，(2)総合的な学習の時間を主軸にした本校でのカリキュラムの捉え方や資質・能力の再設定について，(3)各教科とSTEP の往還について，まとめた。本期間の研究の成果としては，学年があがるにつれて，目指す生徒像として設定した8 つの資質・能力の獲得に関する自己評価の値が高かった。つまり，約2 年をかけてスパイラルでSTEP をすることによって，目標に到達したと感じる生徒が多く確認できたと言える。また，生徒の中でSTEP と各教科等での学びを関連付けて考える生徒が増加している姿も確認された。\n今後は，従来使用してきたルーブリック(まなびスケール)の改善やSTEP を指導する教員のファシリテーションに関するスキルアップ，新たなテーマとして防災を取り入れたSTEP 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