@article{oai:aue.repo.nii.ac.jp:00008775,
 author = {神谷, 裕子},
 journal = {教科開発学論集},
 month = {Mar},
 note = {text, 2017年の学習指導要領改訂により，各教科において育成すべき資質・能力が「知識・技能」，「思考力・判断力・表現力等」，「学びに向かう力・人間性等」という3つの柱から再構成された。これらの資質・能力を育成するための授業改善を行うとともに，指導と評価の一体化を進めることが強調された。とりわけ評価の観点として「学びに向かう力，人間性等」という資質・能力の評価についてはこのままの観点での評価は難しいとの判断から「感性，思いやりなど」は個人内評価で，評定を付ける観点としては「主体的に学習に取り組む態度」とした。しかし，「主体的に学習に取り組む態度」については，テストなどで数値化できない非認知能力であることや，客観的に自己評価したり，文章で自己表現したりすることが困難な入学時の子どもたちを評価する際，容易ではないことからその評価方法に課題がある。そこで，本研究では，主体的に取り組む態度をOECDが提唱した社会情動的スキルに置き換え，評価については「ビッグ・ファイブ」分類法を用いるといった，別の視点で先行して研究を行い，生活科を中心としたスタートカリキュラムを通して入学時の子どもたちの主体的に学習に取り組む態度を測る評価指標を開発した。開発した評価指標により，教師と保護者に評価してもらい，評価結果から評価指標の有効性を検証した。, As a result of the revision of the Courses of Study in 2017, the “qualities and abilities” that should be cultivated in each subject were reconstructed from the following three pillars: “knowledge and skills,” “thinking capacity, decisiveness, and expressiveness,” and the “motivation to learn and humanity.” The need to improve lessons to cultivate these qualities and abilities, and also promote the integration of instruction and evaluation was highlighted. In particular, the evaluation of the qualities and abilities of “motivation to learn and humanity” was judged to be difficult from this perspective; hence, "sensitivity, compassion, etc." was evaluated on an individual basis, and “independent attitude toward learning” was used as the perspective for evaluation. However, regarding an “independent attitude toward learning,” it is difficult to evaluate children when they start school, because these are non-cognitive abilities that cannot be quantified by tests and it is difficult to objectively selfevaluate or express themselves in writing, and thus, there is a problem with the evaluation method. In this study, therefore, we approached the task from a different perspective, replacing the notion of “independent attitude” with the notion of “social and emotional skills” advocated by the OECD and adopting the "Big Five" taxonomy for evaluation, in order to develop an evaluation index for an independent attitude toward learning among children starting school through a “Start Curriculum” centered on living environment studies. We asked teachers and parents to evaluate children’s attitude toward learning using our evaluation index, and verified the effectiveness of the index based on the results of their evaluation.},
 pages = {31--41},
 title = {生活科における主体的に学習に取り組む態度の評価指標の開発－スタートカリキュラムの実践を通してー},
 volume = {11},
 year = {2023}
}