@article{oai:kuins.repo.nii.ac.jp:00000557,
 author = {上原, 昭三},
 issue = {11},
 journal = {教育総合研究叢書 = Studies on education},
 month = {Mar},
 note = {40021624993, 学習指導要領の改訂を受けて，算数・数学科においても子供の主体的な話し合いや，課題解決活動を促す授業の改善が求められている。授業を「主体的・対話的で深い学び」の場とするためには，子供たちの発想を引き出したり，議論を調整したり，焦点化させたりする教師の助言が必要ある。
そこで本稿では，それを可能にする発問・発話の技能について，先行研究および熟練教師の実践事例の分析，筆者の実践経験から得た知見を交えて論じている。
まず，Ⅰでは，教師の発問・発話に関する先行研究から「子供の反応を予測し切り返す技能」の必要性について，Ⅱではそのために持っておくべき「発問・発話の留意点」について述べた。最後にⅢでは，養成段階で指導しておきたい発問・発話技能向上の基本となる技能についてまとめた。, With the revision of the guidelines for teaching guidance, improvement of classes to encourage children's subjective discussion and problem-solving activities is required even in mathematics and mathematics departments. In order to make classes "a subjective, interactive and deep learning", it is necessary to give advice from teachers to bring out ideas of children, adjust their arguments, and make them focus.
Therefore, in this paper, we discuss the skills of questions and utterances that make it possible, including prior research and analysis of practical cases of experienced teachers, and knowledge gained from my practical experience.
First of all, in Ⅰ, concerning the necessity of "skills to predict and respond to children's reactions" from the previous research on teacher's questions and utterances, Ⅱ mentioned about "points to be remembered for questions and utterances" to be held for that purpose. Finally, in Ⅲ, we summarize the skills that are the basis of improving questions and utterance skills that I would like to instruct at the training stage.},
 pages = {1--14},
 title = {算数・数学の授業において、深い学びを促進する教師の発問・発話技能},
 year = {2018}
}