@article{oai:naruto.repo.nii.ac.jp:00025357,
 author = {川上, 綾子 and 石橋, 恵美 and 江川, 克弘 and 益子, 典文 and KAWAKAMI, Ayako and ISHIBASHI, Emi and EGAWA, Katsuhiro and MASHIKO, Norifumi},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本研究は，学びのユニバーサルデザイン（UDL）の枠組みを援用して小学校の国語科と算数科の授業を設計し，その効果について検討した。予備調査の結果をふまえてまず設計の基本方針（①学習活動や学習内容及び進捗状況の可視化，②学習活動の効率化と子どもの認知的負担の軽減，③自己選択・自己決定の場の設定）を定め，それらを授業における手だてとして具現化する際にUDL ガイドラインを用いた。設計した授業を実践した結果，単元目標の達成に一定の効果がみとめられた。また，手だての導入にあたって意図した効果の実現及び手だての有用性の実感について質問紙調査をおこなったところ，いずれも肯定的回答が大半を占めた。これらの結果に基づき，わが国の学校教育におけるUDL の適用について論じた。, The purpose of this study was to design the teaching of Japanese and Mathematics in elementary school with incorporating the framework of Universal Design for Learning (UDL) and to investigate the effectiveness of the design. The three basic principles for designing - 1) the visualization of procedures and progress of learning, 2) the efficient learning activity and the mitigation of learners' cognitive load, and 3) setting the opportunities for self-choice or self-decision - were established from the results of preliminary surveys. These principles were embodied in teaching strategies of classes through UDL Guidelines. The results indicated that the designed teaching had some effectiveness for the achievement of learning goal and many learners recognized each strategy used in classes to be available. On the basis of these results, the application of UDL approach to school education in Japan was discussed.},
 pages = {151--159},
 title = {「学びのユニバーサルデザイン」の枠組みを援用した授業設計とその効果},
 volume = {29},
 year = {2015},
 yomi = {カワカミ, アヤコ and イシバシ, エミ and エガワ, カツヒロ and マシコ, ノリフミ}
}