{"created":"2024-04-09T07:11:54.012592+00:00","id":2000093,"links":{},"metadata":{"_buckets":{"deposit":"4414fd94-e39b-45c6-8c62-eab928584e6e"},"_deposit":{"created_by":23,"id":"2000093","owner":"23","owners":[23],"pid":{"revision_id":0,"type":"depid","value":"2000093"},"status":"published"},"_oai":{"id":"oai:nuk.repo.nii.ac.jp:02000093","sets":["32:1712555296426"]},"author_link":["3468","2159","3469","2160","3470","2161","3471","2162","3472","659","3473","660"],"control_number":"2000093","item_10001_alternative_title_1":{"attribute_name":"その他（別言語等）のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"The Outcomes of Active Learning that Links Practical Skills and  Knowledge Learning of Hurdle Run","subitem_alternative_title_language":"en"}]},"item_10001_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2024-04-16","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"2","bibliographicPageStart":"No.5","bibliographicVolumeNumber":"10","bibliographic_titles":[{"bibliographic_title":"九州地区国立大学教育系・文系研究論文集","bibliographic_titleLang":"ja"},{"bibliographic_title":"The Joint Journal of the National Universities in Kyushu. Education and Humanities","bibliographic_titleLang":"en"}]}]},"item_10001_description_19":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_language":"en","subitem_description_type":"Other"}]},"item_10001_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究は，ハードル走において，実技と体育理論を中心とした知識を関連させたアクティブ・ラーニングによる授業（AL 群）と，効率的に学習指導が展開できる教師主導型一斉指導による授業（NL 群）とを比較し，種々の面から学習成果を比較検討しようとした。その結果，50mH 走のタイムと速度維持率，及びハードリング技術（踏切距離，着地後1 歩距離，踏切角度，ディップ角度）は，両群とも有意に向上が認められた。ただし，タイム，速度維持率はNL 群，ハードリング技術や授業評価における「できる」因子，運動有能感の「身体的有能さ」はAL 群の方がそれぞれ伸びが大きかった。これらの記録測定結果と動作の改善及びアンケート結果の矛盾は，AL 群の生徒たちの中にはハードリング技術の向上により，低く跳ぶことができるようになったことで，最終タイム測定時にハードルに接触したことでタイムが伸びなかった者がいたことの影響であると考えられた。また，学習ノートへの記述や対象生徒の発話内容の検討から，AL 群の生徒達はNL 群の生徒達よりも，仲間との教え合い活動が充実しており，対話的な学習が促進されていた。 \n　以上のことから，体育理論を中心とする知識の学習を組み込んだアクティブ・ラーニングモデルによる8 時間からなるハードル走の学習プログラムは，教師主導型一斉指導による授業よりも「主体的・対話的で深い学び」を実現させ得ることが認められた。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_10001_description_6":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"本論文は「九州地区国立大学教育系・文系研究論文集」Vol.10,No.2に査読を経て受理された。","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_10001_full_name_3":{"attribute_name":"著者別名","attribute_value_mlt":[{"familyNames":[{"familyName":"ザイツ","familyNameLang":"ja-Kana"}],"givenNames":[{"givenName":"アイ","givenNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"3470","nameIdentifierScheme":"WEKO"}],"names":[{"name":"ザイツ, アイ","nameLang":"ja-Kana"}]},{"familyNames":[{"familyName":"ヒダカ","familyNameLang":"ja-Kana"}],"givenNames":[{"givenName":"マサヒロ","givenNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"2161","nameIdentifierScheme":"WEKO"}],"names":[{"name":"ヒダカ, 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