@article{oai:naruto.repo.nii.ac.jp:00025420,
 author = {森, 康彦 and 木下, 光二 and 藤原, 伸彦 and 若井, ゆかり and MORI, Yasuhiko and KINOSHITA, Mitsuji and FUJIHARA, Nobuhiko and WAKAI, Yukari},
 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 = {筆者らの属する教員養成のコースにおいては，授業力向上のために模擬授業による授業実践の演習の他，マイクロティーチングを複数の教員による集団指導体制の合同ゼミで行っている。それらの演習やマイクロティーチングを通して，全体的な授業力の向上は見られるものの，教師主導の授業から脱しきれない状況がある。そこで，本研究では，児童の思考に寄り添った授業を行う力を育成することをめざすReaskモデル構築のための考察を行う。Reaskモデルとは児童の意見に対してその意見の背景や根拠，経験などを再度問うことであり，それにより児童の思考の深化を図ると共にリアリティのある学習を実現することができると考える。, In this research the authors tried to construct the Reask model which aims to develop pre-service teachers’ teaching competencies, especially the competency to conduct thought of schoolchildren and deepen their learning. Reask in the model means re-asking on background, reason, and related experience of the children’s responses to and opinions about asking by a teacher. It is assumed that Reask would deepen children’s thinking and make their learning to the one with actuality. In special teacher training course which is one section of the graduate school of Naruto University of Education, the authors give lectures, exercises, and seminars to graduate students who aim to be a teacher. For their professional development, the authors give students microteaching lessons in which a team of members of the course teach, as well as exercises where students practice trial lessons. Protocols of students’ lesson showed that a series of microteaching lessons developed their teaching competencies as a whole, but that they tended to give a one-way lecture without opportunities for children to think deeply. The authors analyzed the protocols and elaborated the Reask model by considering expected re-asking in student’ classes.},
 pages = {199--207},
 title = {学生の授業実践力向上を目指したReaskモデルの構築},
 volume = {32},
 year = {2018},
 yomi = {モリ, ヤスヒコ and キノシタ, ミツジ and フジハラ, ノブヒコ and ワカイ, ユカリ}
}