@article{oai:naruto.repo.nii.ac.jp:00029353,
 author = {西田, 寛子 and 久我, 直人 and NISHIDA, Hiroko and KUGA, Naoto},
 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 = {本研究の目的は，生徒が抱える教育課題解決に向けた組織的な取組を生み出す校内研修システムの開発である。その目的達成のための組織体制として，全教職員による協働で教育意思形成を具現化するコア・システム，教員の自律性を担保しながら協働性を高めるサブ・システムと，その2つを有機的に接合するファシリテートチームの3層構造とした。生徒の実態把握にあたっては，生徒の意識と行動の構造をエビデンスベースで可視化し，共有した。そして，その構造に適合した取組を全教職員による組織的省察で策定し，組織的に展開した。その際，サブ・システムを効果的に駆動させ，教科横断で教員の指導の改善を図るツールとして，アクティブ・ラーニング構想シートが作成され活用された。結果，開発した校内研修システムを通して学校の組織的な取組が促進され，生徒が抱える根源的な課題であった「自分への信頼」の高まりや，「主体的な学び」の促進等が確認された。, The purpose of this study is to develop a teachersʼ educational research system that generates an organized approach to solving educational problems for students. As a system to achieve the objectives, the organizational structure was divided into three sections; a core system that embodies the educational intent of the entire school, a subsystem that ensures teacher autonomy, and a facilitation team that organically connects the two. To understand the actual situation of students, the structure of students' consciousness and behavior was visualized and shared based on evidence. Then, an approach adapted to the structure was formulated through organizational reflection by all faculty and staff, and developed systematically. At the same time, an active learning concept sheet was created and used as a tool to effectively drive the subsystem and improve the guidance of teachers across subjects. As a result, the organized approach of the school was promoted through the teachersʼ educational research system that was developed. It was subsequently confi rmed that fundamental problems in matters such as studentsʼ “confi dence in self”, along with “independent learning”, were encouraged to be improved.},
 pages = {1--10},
 title = {生徒が抱える教育課題の解決に向けた組織的な取組を生み出す校内研修システムの開発},
 volume = {36},
 year = {2022},
 yomi = {ニシダ, ヒロコ and クガ, ナオト}
}