@article{oai:naruto.repo.nii.ac.jp:00028968,
 author = {尾関, 美和 and OZEKI, Miwa},
 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，文部科学省が定める学習指導要領の目標を達成するため，「ムーブメント教育・療法」の理論に基づき，特別支援学校中学部「体育」での授業実践をまとめたものである。新型コロナウイルス感染拡大予防対策の制約から授業数が制限されたが，体育の授業の映像記録を用いてまとめることができた。観察カテゴリーに従い，２名の観察者が１／０サンプリング法で対象生徒の授業参加の 変容を確認した結果，２回目の授業で学習参加の向上がみられ，笑顔で取り組む様子も確認すること できた。「主体的・対話的で深い学び」の指導において，ムーブメント教育・療法の指導の効果の可能性が示された。, This study is based on the theory of "movement education and therapy". The theory was adapted to practices for physical education in junior high school for special-needs children in order to achieve the objectives of the Courses of Study as specified by the Ministry of Education, Culture, Sports, Science and Technology. The number of classes was limited due to the constraints of coronavirus prevention measures, and video recordings of the physical education classes were used to summarize the results. Two observers used the 1/0 sampling method for six observation categories to check for changes in participation of the student in the classes. The results revealed that the student's class participation had improved, conveyed by his smiling and having a lot of fun in the second class. We were able to confirm that the student was working hard on his own. The results showed the possible effectiveness of movement education and therapy in teaching "independent, interactive and deep learning".},
 pages = {155--161},
 title = {主体的・対話的で深い学びを促す特別支援学校中学部での取組 : 自閉的傾向のある生徒に対するムーブメント教育・療法の一事例},
 volume = {35},
 year = {2021},
 yomi = {オゼキ, ミワ}
}