{"created":"2023-07-25T10:23:40.037962+00:00","id":3412,"links":{},"metadata":{"_buckets":{"deposit":"7d569a67-2970-4808-bf0a-ecb2854cb5fd"},"_deposit":{"created_by":3,"id":"3412","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"3412"},"status":"published"},"_oai":{"id":"oai:air.repo.nii.ac.jp:00003412","sets":["597:694:1192:1193"]},"author_link":["11500","11499"],"item_10001_alternative_title_1":{"attribute_name":"別タイトル","attribute_value_mlt":[{"subitem_alternative_title":"Metacognitive Support on Stuck of Thinking"}]},"item_10001_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2019-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"51","bibliographicPageStart":"44","bibliographicVolumeNumber":"50","bibliographic_titles":[{"bibliographic_title":"東北数学教育学会誌"}]}]},"item_10001_description_5":{"attribute_name":"内容記述（抄録）","attribute_value_mlt":[{"subitem_description":"本研究の目的は，数学問題解決者の問題解決停滞の局面において，より自律的な問題解決を促すために必要な教師のメタ認知的支援の在り方について提案をすることである。\n重松・椎名（2019）の先行研究から，解決者が問題解決停滞の状態では「無反応であるため，待つよりも分かり易い説明をしたほうがよい」と教師が判断してしまい，教師主導になること，安易に認知の支援が行われること，自律的な解決を促すメタ認知的支援は行われにくいことが見えた。そこで，認知とメタ認知の支援が行われやすい問題解決停滞の局面を取り上げて観察し，分析を行った。\nその結果，認知的支援（積極的支援）とメタ認知的支援（消極的支援）を対立的で二者択一的に捉えるのではなく，その２つの架け橋となる「解決者の思考文脈にある数学的な認知的内容を取り上げて行う支援（半消極的支援）」の必要性が見えた。そこで，問題解決停滞の局面からの考察から，メタ認知的支援への移行を図るための「積極的支援」「半消極的支援」「消極的支援」の３つの段階モデルを提案する。\nThis paper mainly focuses on the case of learner's stuck of thinking, suggesting about teacher's metacognitive support to foster student as self-motivated learners.\nThe preceding study of Shigematsu and Shiina (2019) have shown that it's difficult for teacher’s metacognitive support to prompt self-controlled way, on the case of learner's stuck of thinking, because it's better to support by teacher when it's no reaction the state of the learner's problem solving delay. \nIn this research, the method was conducted observing and analyzing on the case of learners' stuck of thinking, where teachers give easy support to students. \nThe result was found that the support for mathematical recognition for learners exists without thinking in opposing way, without thinking like a choice between two things. Aggressive lead support, Moderate support, and Moderate mathematics support, those 3 stages were proposed to plan for a gradual shift in problem solving.","subitem_description_type":"Other"}]},"item_10001_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.20569/00003771","subitem_identifier_reg_type":"JaLC"}]},"item_10001_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"東北数学教育学会"}]},"item_10001_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"椎名, 美穂子"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"SHIINA, Mihoko","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2019-06-12"}],"displaytype":"detail","filename":"tosu50(44).pdf","filesize":[{"value":"1.3 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"tosu50(44).pdf","url":"https://air.repo.nii.ac.jp/record/3412/files/tosu50(44).pdf"},"version_id":"a3314ccb-c2b1-4b05-98c6-0d43d5232467"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"メタ認知的支援","subitem_subject_scheme":"Other"},{"subitem_subject":"問題解決停滞","subitem_subject_scheme":"Other"},{"subitem_subject":"積極的支援","subitem_subject_scheme":"Other"},{"subitem_subject":"半消極的支援","subitem_subject_scheme":"Other"},{"subitem_subject":"消極的支援","subitem_subject_scheme":"Other"},{"subitem_subject":"Metacognitive Support","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Stuck of thinking","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Aggressive support","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Moderate mathematics support","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Moderate support","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"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":"journal article","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"問題解決停滞におけるメタ認知的支援に関する研究","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"問題解決停滞におけるメタ認知的支援に関する研究"}]},"item_type_id":"10001","owner":"3","path":["1193"],"pubdate":{"attribute_name":"公開日","attribute_value":"2019-06-12"},"publish_date":"2019-06-12","publish_status":"0","recid":"3412","relation_version_is_last":true,"title":["問題解決停滞におけるメタ認知的支援に関する研究"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-07-25T11:21:05.759760+00:00"}