@article{oai:nittaidai.repo.nii.ac.jp:00001748,
 author = {髙下, 隆史 and Takashita, Takashi and 滝沢, 洋平 and Takizawa, Youhei and 岡田, 雄樹 and Okada, Yuki and 今関, 豊一 and Imazeki, Toyokazu},
 issue = {1},
 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 = {Sep},
 note = {本研究の目的は，思考・判断の過程に焦点をあてた学習カードをもとに，書きやすさ，理由の記述，ゲームの動きの視点から検討することとした。単元は，全６時間のゴール型ゲーム「セストボール」の授業で，小学校４年生（計41名）を対象に行った。児童の思考・判断の分析にあたっては，学習カードの記述とゲームの動きで分析した。結果として，三つのことが明らかになった。
1) 自分の体の向きとコート図の左右が一致している学習カードは，児童にとって書きやすかったこと。
2) 「修正する」ことの思考・判断は，学習カードへの「図」「考え」「説明」といった理由の記述で読み取れること。
3) 思考・判断で学習カードに記述したことやチームで話し合ったことは，ゲームでの動きにつなぐことができるのではないかと推察されたこと。, The purpose of this research was to investigate thinking and judging processes in physical-education learning using study cards with a focus on thinking and judging processes. The ease of writing said cards, related reasons provided on said cards, and in-game movements were analyzed. In six total unit hours of classes regarding “Cestoball,” a goal-scoring game, fourth-year elementary school students (41 students altogether) were studied. To analyze the thinking and decision-making of students, their statements on study cards and their in-game movements were analyzed. The following three items were clarified:
1) Students found it easy to write study cards that included a match between the student’s own body orientation and their position (right/left side) on an illustration of the playing court.
2) Thinking and decision-making concerning “corrections” could be interpreted from reasons stated on the study cards related to “illustration,” “thoughts,” and “explanations.”
3) It was surmised that statements written on the study cards using thinking and decision-making and team discussions could contribute to performance in the game., 原著論文},
 pages = {111--124},
 title = {小学校４年生ゴール型ゲームにおける思考・判断に関する事例的研究 : 思考・判断の過程に焦点をあてた学習カードをもとに},
 volume = {4},
 year = {2020},
 yomi = {タカシタ, タカシ and タキザワ, ヨウヘイ and オカダ, ユウキ and イマゼキ, トヨカズ}
}