{"_buckets": {"deposit": "7db5919a-630b-4f3b-bb87-abde63e42c0f"}, "_deposit": {"created_by": 11, "id": "10083", "owners": [11], "pid": {"revision_id": 0, "type": "depid", "value": "10083"}, "status": "published"}, "_oai": {"id": "oai:ksu.repo.nii.ac.jp:00010083", "sets": ["979"]}, "author_link": ["22307", "22047", "22041", "22042"], "control_number": "10083", "item_10002_biblio_info_7": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2018-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "39", "bibliographicPageStart": "21", "bibliographicVolumeNumber": "8", "bibliographic_titles": [{"bibliographic_title": "高等教育フォーラム"}]}]}, "item_10002_description_5": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "本稿では、高大連携授業におけるハテナソンの実践について報告する。ハテナソンとは、「はてな（？）」と「マラソン」を組み合わせた造語で、質問づくりの手法であるQuestion Formulation Technique （QFT）を中核とした「質問づくりの場」を意味する。高校までの学びにおいては、「問い」に模範解答が存在し、生徒たちは問いに正しく答えることを求められている。一方、大学における学びや社会に出てから直面する課題には模範解答のようなものは存在せず、問いを立てるところも含めて、答えに自らの力でたどり着く力が求められている。つまり、「問われる立場」から「問う立場」になるということであり、高校生の大学への適応を考えた場合、この違いを認識させることが重要であるといえる。そこで、「問われる立場」から「問う立場」への転換の促進を意図して、 京都府立洛西高等学校第2 学年理数コースの生徒を対象にした高大連携授業においてハテナソンを導入した。2017 年4 月から7 月にかけて2 回連続した実践を行ったところ、質問紙調査の結果から問うことの重要性に気づきを得ていることが示唆された。", "subitem_description_type": "Abstract"}]}, "item_10002_publisher_8": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "京都産業大学"}]}, "item_10002_source_id_11": {"attribute_name": "書誌レコードID", "attribute_value_mlt": [{"subitem_source_identifier": "AA12529799", "subitem_source_identifier_type": "NCID"}]}, "item_10002_source_id_9": {"attribute_name": "ISSN", "attribute_value_mlt": [{"subitem_source_identifier": "2186-2907", "subitem_source_identifier_type": "PISSN"}]}, "item_10002_version_type_20": {"attribute_name": "著者版フラグ", "attribute_value_mlt": [{"subitem_version_resource": 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"Other"}, {"subitem_subject": "High school university collaboration", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Hatena-thon", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Transition from high school to university", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Questions", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}]}, "item_language": {"attribute_name": "言語", "attribute_value_mlt": [{"subitem_language": "jpn"}]}, "item_resource_type": {"attribute_name": "資源タイプ", "attribute_value_mlt": [{"resourcetype": "departmental bulletin paper", "resourceuri": "http://purl.org/coar/resource_type/c_6501"}]}, "item_title": "高大連携授業におけるハテナソンの実践 : 「問われる立場」から「問う立場」への転換を目指して", "item_titles": {"attribute_name": "タイトル", "attribute_value_mlt": [{"subitem_title": "高大連携授業におけるハテナソンの実践 : 「問われる立場」から「問う立場」への転換を目指して", "subitem_title_language": "ja"}, 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