WEKO3
アイテム
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小学校における「からだの学習」に着目した持久走の授業
https://nittaidai.repo.nii.ac.jp/records/1973
https://nittaidai.repo.nii.ac.jp/records/19731c6cbc01-dab0-4351-abc8-ae26bae99237
名前 / ファイル | ライセンス | アクション |
---|---|---|
BNSSU-52-2001-2011 (2.6 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2023-03-16 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | 小学校における「からだの学習」に着目した持久走の授業 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Endurance running class focusing on body learning in elementary school | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | elementary school | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | physical education | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | health education | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | long-distance running | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | heart rate | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 体育 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 保健 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 持久走 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | からだの学習 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 心拍数 | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
アクセス権 | ||||||
アクセス権 | open access | |||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
著者 |
仲村, 美里
× 仲村, 美里× 大川, 昌宏× 山口, 正富× 岨, 賢二× 久保, 健 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | The purpose of this study was, first, focus on “body learning” and to practice long-distance running classes that combine practical and theoretical learning for sixth-grade students at two elementary schools. It is clarify what perceptions have been formed about what is happening inside. Secondly, at that time, there were two types of schools that conducted endurance running practical training after “body learning” in the classroom. It is examine the differences and similarities of recognition with the case of. The main results are as follows. 1. The teaching of endurance running with a focus on “body learning” has led to a certain level of awareness among elementary school students. In this way, we can see the results of combining practical and theoretical learning. 2. Comparing the two schools that the practical learning of long-distance running after conducting “studying the body” in the classroom as the foundation of physical education classes. 3. In response to the question, “What will happen to my heart rate if I increase the distance I run without changing the pace?” various empirical perceptions of the relationship between pace and distance and changes in heart rate were obtained. However, they are However, they were not shared by all children. In the future, we need to reconsider how to ask the latter question and how to verify it. 4. As a result of the endurance running lessons focusing on “learning about the body” the students understanding of the levels of phenomena and their connections was broadened and deepened. However, it did not lead to an understanding of the scientific mechanism of why such phenomena occur. For this reason, it is necessary to add more advanced science of endurance running to the content of the “body study”. However, it is still difficult for 6th graders to learn, so this is a future project. |
|||||
言語 | en | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 本研究の目的は,第1に,「からだの学習」に着目して,実技学習と理論学習を重ね合わせた持久走授業を2つの小学校の6年生に実践し,「持久走中にからだの中で何が生じているのか」についてどんな認識が形成されたかを明らかにすることである。また第2に,その際に,①教室での「からだの学習」を行った後に持久走の実技学習を行った学校の場合と,②実技学習と重ねて「からだの学習」を行った学校の場合との,認識の異同を検討することである。 その結果,次のような知見と今後の課題が得られた。 1.「からだの学習」に着目して持久走授業を行うことで一定程度の認識が小学生に広がった。ここに,実技学習と理論学習を重ね合わせた持久走の授業の成果が見られる。 2.両校を比較すると,教室での「からだの学習」を行った後に持久走の実技学習を行った学校の方が認識の広がりと深まりが見られた。このことから,体育の授業の土台として教室での「からだの学習」を行うことには意義があると考えられる。 3.「ペースを変えずに走る距離を長くしていくと心拍数はどうなるか」という問いに対しては,ペースと距離と心拍数の変化との関係についてのさまざまな体験的認識が得られた。しかし,それらが児童全体で共有されるには至らなかった。今後,特に後者の問いに対する問い方や検証のしかたを再検討する必要がある。 4.「からだの学習」に着目して持久走授業を行ったことで,児童の現象レベルでの認識とそのつながりについては理解が広まり,深まった。しかし,それがなぜ生じるのかという科学的なしくみの理解には至らなかった。そのためには,より高度な持久走の科学を「からだの学習内容加える必要がある。ただし,それは小学校6年生にとってはまだ学習することが難しく,将来の課題である。 |
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言語 | ja | |||||
書誌情報 |
ja : 日本体育大学紀要 en : Bulletin of Nippon Sport Science University 巻 52, p. 2001-2011, 発行日 2023 |
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ISSN | ||||||
収録物識別子タイプ | PISSN | |||||
収録物識別子 | 0285-0613 | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN00194152 | |||||
出版タイプ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
日本十進分類法 | ||||||
主題Scheme | NDC | |||||
主題 | 375.492 | |||||
日本十進分類法 | ||||||
主題Scheme | NDC | |||||
主題 | 782.3 | |||||
出版者 | ||||||
言語 | ja | |||||
出版者 | 日本体育大学 | |||||
原稿種別 | ||||||
内容記述タイプ | Other | |||||
内容記述 | 研究資料 | |||||
言語 | ja |