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[{"subitem_description": "目的：児童・生徒の「資質・能力」はどのようなプロセスを経て育まれるのか。同一敷地内に幼小中が設置されている新潟大学附属長岡校園では，継続して「資質・能力」育成を目指した学びに取り組んでいる。2017～2021年度は，文部科学省研究開発指定校として新領域「いのち」による各教科・領域横断型に取り組んだ。収集したパネルデータを用いて，生徒たちの「資質・能力」の育ちのプロセス，「資質・能力」と新領域「いのち」の相互関連について検討する。方法：2017～2021年度，4月と11月に同一調査票によるアンケート調査を実施した。ホームルームの時間に学級担任が質問紙の配布。生徒はその場で回答し，回答終了後，ただちに回収した。Waveごとの回答を照合するために出席番号の記入を求めた。「資質・能力」は35問，「いのち」は23問，評価は4段階評定(1.「よくあてはまる」～4.「あてはまらない」)で尋ねた。結果：共分散構造分析の結果，小学生では「誰とでも協力することができる」，「他人の良いところや長所をみつめて心からほめる」など他人との相互関係や相手の立場にたって理解しようと努める姿勢の形成が大事であること，中学生では「自分が行動したらどうなるか予想し，よりより行動をとることができる」，「先のことまで考えて，計画を立てることができる」など自己を中心とする認知的資質・能力が「資質・能力」の形成により大きな影響を与えることが示唆された。", "subitem_description_language": "ja", "subitem_description_type": "Abstract"}]}, "item_7_publisher_7": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "新潟大学教育学部", "subitem_publisher_language": "ja"}]}, "item_7_source_id_11": {"attribute_name": "書誌レコードID", "attribute_value_mlt": [{"subitem_source_identifier": "AA12358266", 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