@article{oai:nittaidai.repo.nii.ac.jp:00001484,
 author = {猪瀬, 武則 and Inose, Takenori},
 issue = {1-2},
 journal = {日本体育大学大学院教育学研究科紀要, Bulletin of the Graduate School of Education, Nippon Sport Science University},
 month = {Mar},
 note = {本稿は，各教科（国語・社会・算数・理科・体育）の学習指導論を総括的に考察したものである。はじめに，本研究科の教育課程および，授業科目・教科学習指導論のねらいと目標を確認し，各教科で展開された学習指導論を総括した。つぎに，学習指導論を定義するために，学習指導の来歴をふまえ，教授から学習への転換，教授過程，学習過程，教授学習過程と展開してきたことを確認し，そこから学習過程と学習指導方法の特徴を導出した。そして各教科に特徴的に展開された歴史的経緯，主体化・主体形成，構成主義学習論を考察し，学習指導論の本質と課題を確認した。, This paper comprehensively examines the theories of learning instruction for each subject of elementary school: Japanese, social studies, arithmetic, science, and physical education. First, I confirmed the aims and goals of the curriculum, course subjects, and theories of learning instruction at this graduate school. I then summarized the theories of learning instruction for each subject. Next, in order to define the theories of learning instruction, based on history of learning instruction, I confirmed that approaches have developed with changes from teaching to learning, and with the process of teaching, the process of learning, and the process of mutual teaching and learning; from this I derive the features of learning processes and teaching methods. Then, alongside consideration of subjectivity, subject formation, theories of constructivist learning and the historical circumstances relating to the particular development of each subject, I explore the essence of theories of learning instruction, and remaining problems., 総説論文},
 pages = {1--15},
 title = {教科学習指導論 : 歴史的経緯、主体形成と構成主義の視点から (特集 教科学習指導論)},
 volume = {1},
 year = {2018},
 yomi = {イノセ, タケノリ}
}