2026 : Back issue

vision Vol.
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発達障害を考える①

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社会の中の発達障害

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2026.10

elements Vol.
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デジタル教科書が拓く、学びの可能性

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デジタル教科書が拓く、学びの可能性

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2026.10

human Vol.
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異質なものとの出会いで人は変わる

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異質なものとの出会いで人は変わる

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2026.09

elements Vol.
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改めて問われるグループワークの価値

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改めて問われるグループワークの価値

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2026.09

vision Vol.
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カリキュラム・オーバーロード③

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ー学校時数ガイドラインの提案ー

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2026.09

vision Vol.
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カリキュラム・オーバーロード②

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ー小４～中３が毎日6時間だとー

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2026.08

vision Vol.
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カリキュラム・オーバーロード①

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ーカリキュラム・オーバーロードとは何かー

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2026.08

human Vol.
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「こどもの居場所の創り方」

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―積み上げられる特別活動の秘密―

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2026.08

elements Vol.
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子どもたちが「暗黙のうちに学ぶ」ヒドゥン・カリキュラム

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子どもたちが「暗黙のうちに学ぶ」ヒドゥン・カリキュラム

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2026.07

human Vol.
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人間万事塞翁が馬

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人間万事塞翁が馬

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2026.07

vision Vol.
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海洋と人類が共生した持続可能な社会の実現に向けて③

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海洋を題材に進める探究学習　～令和７年度 東京都海洋研究室での学び～

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2026.07

vision Vol.
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海洋と人類が共生した持続可能な社会の実現に向けて②

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海から離れた地域で展開する海洋教育

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2026.06

vision Vol.
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海洋と人類が共生した持続可能な社会の実現に向けて ①

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今、なぜ海洋教育か

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2026.06

elements Vol.
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理科の授業を主体的で対話的で深い学びに変えるグループワークの力

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理科の授業を主体的で対話的で深い学びに変えるグループワークの力

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2026.06

human Vol.
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「こどもの居場所の創り方」

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―これからの世界を生きるこどもたちへのバトン―

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2026.05

elements Vol.
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「教科書」のカタチが変わることで、見えてきたこと

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「教科書」のカタチが変わることで、見えてきたこと

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2026.05

vision Vol.
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295

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教育の再構成③

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新しい大学像を求めて～東京学芸大学の挑戦～

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2026.05

vision Vol.
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教育の再構成②

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共に在る教師像へのマインドのリセット

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2026.04

vision Vol.
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教育の再構成①

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学校システム変更の苦しみと希望

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2026.04

elements Vol.
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カリキュラムへの解像度を上げることで見えること

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カリキュラムへの解像度を上げることで見えること

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2026.04

elements Vol.
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202

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あなたもできる「カリキュラム・マネジメント」

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あなたもできる「カリキュラム・マネジメント」

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2026.03

vision Vol.
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292

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データで見る気象と気候③

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台風と前線がもたらす豪雨 ～雨が多いのは梅雨？それとも秋？～

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2026.03

vision Vol.
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291

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データで見る気象と気候②

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気候区分で見る日本の気候 ～実に多様な気候たち～

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2025.03

vision Vol.
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290

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データで見る気象と気候①

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暑さと蒸し暑さ ～湿球温度でみる東京の暑熱環境～

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2026.02

human Vol.
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積み重ねが人をつくる

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積み重ねが人をつくる

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2026.02

human Vol.
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70

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学び続ける教師として

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学び続ける教師として

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2026.02

elements Vol.
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201

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指導改善としての評価のすすめ

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指導改善としての評価のすすめ

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2026.01

vision Vol.
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地域の特徴をとらえる③

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地域構造図を描いて観光体験や人生を2倍楽しむ

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2026.01

vision Vol.
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288

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地域の特徴をとらえる②

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動態地誌的な地域構造図を描く

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2026.01

2025 : Back issue

vision Vol.
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287

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地域の特徴をとらえる①

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地域構造図で身近な地域の地理をとらえる

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2025.12

human Vol.
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69

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「今」の私を創るもの

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「今」の私を創るもの

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2025.12

elements Vol.
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200

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付けるだけじゃ勿体無い！評価の使い方

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付けるだけじゃ勿体無い！評価の使い方

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2025.12

elements Vol.
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199

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「主体的な学び」を問い直す

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「主体的な学び」を問い直す

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2025.11

vision Vol.
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286

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舞台あらしと天才子役——漫画で考える演劇と教育③

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あなたが見ているのは私ですか？　それとも？

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vision Vol.
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285

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舞台あらしと天才子役——漫画で考える演劇と教育②

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「私の演技」は誰のもの？

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2025.11

vision Vol.
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284

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舞台あらしと天才子役——漫画で考える演劇と教育①

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演劇は協働作業？

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2025.10

human Vol.
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68

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学生から教師に「なっていく」関わり方を求めて

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学生から教師に「なっていく」関わり方を求めて

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2025.10

elements Vol.
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主体的ってなに？

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主体的ってなに？

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2025.10

elements Vol.
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197

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潜在的カリキュラムを探してみませんか

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潜在的カリキュラムを探してみませんか

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2025.09

vision Vol.
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283

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子どもの豊かな表現を求めて③

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保育者の役割

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2025.09

vision Vol.
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子どもの豊かな表現を求めて②

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子どもの劇活動

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vision Vol.
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281

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子どもの豊かな表現を求めて①

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創造的音楽活動

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2025.08

human Vol.
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67

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大切なことは放課後から教わった

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新渡戸文化学園理事長
放課後NPOアフタースクール代表理事
平岩 国泰

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2025.08

elements Vol.
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196

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自由進度学習や複線型授業はどういった場面で取り入れたらよいのか
―「改訂版タキソノミー」を用いて―

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自由進度学習や複線型授業はどういった場面で取り入れたらよいのか
―「改訂版タキソノミー」を用いて―

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2025.08

human Vol.
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66

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自然とともにある生活

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自然とともにある生活

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2025.07

vision Vol.
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280

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先端科学技術時代の授業設計③

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探究と創造を往還する教科横断型の教育

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2025.07

vision Vol.
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279

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先端科学技術時代の授業設計②

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魅力的な教え方って何？

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2025.07

vision Vol.
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278

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先端科学技術時代の授業設計①

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効果的な教え方って何？

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2025.06

elements Vol.
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195

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カリキュラムって何だろう？立ち止まって考えてみよう

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カリキュラムって何だろう？立ち止まって考えてみよう

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2025.06

elements Vol.
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評価を楽しむ

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評価を楽しむ

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2025.06

human Vol.
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65

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問い続ける力が、自分を育てる

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NPO法人マナビノキ代表理事
末原 絵美

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2025.05

vision Vol.
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デジタルとアナログのあいだ③

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読書で鍛える、デジタル×紙のバイリテラシー

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2025.05

vision Vol.
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デジタルとアナログのあいだ②

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学校図書館のデジタルコレクション

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2025.05

vision Vol.
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デジタルとアナログのあいだ①

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学校図書館の建築は学びのコミュニティ

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2025.04

elements Vol.
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子どもの主体性をつぶさないために

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子どもの主体性をつぶさないために

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2025.04

elements Vol.
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192

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日々の授業から広げるカリキュラム・マネジメント

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日々の授業から広げるカリキュラム・マネジメント

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2025.04

elements Vol.
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191

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教室環境を整えよう

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教室環境を整えよう

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2025.03

human Vol.
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64

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繋げて 支えた その先に

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繋げて 支えた その先に

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2025.03

vision Vol.
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274

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「教師」と教員養成③

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「教師」の養成が変わってきた

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2025.03

vision Vol.
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「教師」と教員養成②

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教員養成での学びについて

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2025.02

vision Vol.
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272

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「教師」と教員養成①

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皆さんはどうやって「教師」になりましたか？

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2025.02

human Vol.
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ジェネレーティブマインドセット

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ジェネレーティブマインドセット

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2025.02

vision Vol.
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子どものためのスポーツ③

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スポーツにおけるタレント育成と発掘

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2025.01

elements Vol.
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特別支援学級における校内体制の築き方

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特別支援学級における校内体制の築き方

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2025.01

vision Vol.
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270

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子どものためのスポーツ②

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大人から解き放たれたサッカー大会

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2025.01

2024 : Back issue

vision Vol.
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子どものためのスポーツ➀

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子どもの発育発達とスポーツ

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2024.12

elements Vol.
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学習評価は授業計画のどこに位置するのか？

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学習評価は授業計画のどこに位置するのか？

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2024.12

elements Vol.
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教師生活を愉しむ

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教師生活を愉しむ

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2024.12

vision Vol.
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小学校で学びたいお金のこと③

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お金に関するこんな学習どうですか？（２）

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2024.11

vision Vol.
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小学校で学びたいお金のこと②

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お金に関するこんな学習どうですか？（１）

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2024.11

human Vol.
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62

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新しい居場所としての専科教室とこれからの専科教師の役割

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新しい居場所としての専科教室とこれからの専科教師の役割

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2024.11

vision Vol.
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小学校で学びたいお金のこと①

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これまでのお金と教育

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2024.10

elements Vol.
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高等学校の通級による指導

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高等学校の通級による指導

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2024.10

human Vol.
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61

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志が原動力

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志が原動力

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2024.10

elements Vol.
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186

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高等学校における聴覚障害支援

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高等学校における聴覚障害支援

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2024.09

vision Vol.
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265

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先生だって学びたい！③

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研修観の転換と東京学芸大学が提供する新しい学びのプラットフォーム

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2024.09

elements Vol.
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自分で課題を見つける力を

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自分で課題を見つける力を

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2024.09

vision Vol.
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264

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先生だって学びたい！②

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面白いと感じられる学び

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2024.08

vision Vol.
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263

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先生だって学びたい！①

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凸凹の組織

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2024.08

elements Vol.
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184

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「読むこと」の得意な生徒に

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「読むこと」の得意な生徒に

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2024.08

vision Vol.
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262

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著作権教育③

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給食もロッカーも著作物！？作る人・使う人から新たな創造へ

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著作権教育②

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学校と生活の著作権の違い・子どもに教える時はマンガや音楽

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まずは、教師が言葉を楽しむところから。

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まずは、教師が言葉を楽しむところから。

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著作権教育①

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学校にあふれる著作物

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主体的に学習に取り組む態度を評価するために

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主体的に学習に取り組む態度を評価するために

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CREDUON第500号に寄せて

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CREDUON第500号に寄せて

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人生、日々是体験 ―拙著『体験活動はなぜ必要か』から―③

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“P-Ex”によってレジリエンス・グリットを育み“豊かな生”を紡いでいく

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人生、日々是体験 ―拙著『体験活動はなぜ必要か』から―②

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進歩をもたらす創造的な体験とする！―‟VARS理論“の活用―

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５月の学級経営

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５月の学級経営

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よりよい学級づくりに向けた、５月の学級経営のポイント

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よりよい学級づくりに向けた、５月の学級経営のポイント

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人生、日々是体験 ―拙著『体験活動はなぜ必要か』から―①

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体験活動は成長・進化のエネルギー

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５月の学級経営

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５月の学級経営

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『教師』という生き方

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『教師』という生き方

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学校と自分を繋げるツールとしての自己評価

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学校と自分を繋げるツールとしての自己評価

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2024.03

elements Vol.
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自らの授業改善のための学習評価～OPPAの活用を通して～

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自らの授業改善のための学習評価～OPPAの活用を通して～

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elements Vol.
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「問い」を生かした算数授業

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「問い」を生かした算数授業

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2024.02

elements Vol.
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特別支援学級における校内体制の築き方

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特別支援学級における校内体制の築き方

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図工科授業がもっと好きになるために

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水たまりの温泉に見る子どもたちの「遊び」

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特別支援学校における学習評価-学習評価の土台を考える

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特別支援学校における学習評価-学習評価の土台を考える

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生徒も教師も英語授業がもっと得意になるために

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生徒も教師も英語授業がもっと得意になるために

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英語好きな児童を育てる授業をファシリテートする

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英語好きな児童を育てる授業をファシリテートする

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2024.01

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小学校図画工作科における評価

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小学校図画工作科における評価

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子どもと共に「わからない」に向き合う

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子どもと共に「わからない」に向き合う

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「探究的な学び」への一歩

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「探究的な学び」への一歩

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自身の教師観・教育観のアップデート~越境学習とアンラーニングを通して~

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自身の教師観・教育観のアップデート~越境学習とアンラーニングを通して~

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「主体的な学び」を主体的に学んでみたら見えてきた！

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「主体的な学び」を主体的に学んでみたら見えてきた！

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主体的な学びを促せる教師になるには

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主体的な学びを促せる教師になるには

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越境学習と私の教育観

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越境学習と私の教育観

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アンラーニング～教師がファシリテーターとなる

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アンラーニング～教師がファシリテーターとなる

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2023.10

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250

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未来の教室と教師の姿

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未来の教室と教師の姿

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2023.10

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思考停止状態からの脱却　～教員生活20年を過ごして～

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思考停止状態からの脱却　～教員生活20年を過ごして～

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2023.9

vision Vol.
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Let’s テキストマイニング！ 　～アンケートや振り返りの自由記述分析の下ごしらえを、超時短に～

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Let’s テキストマイニング！ 　～アンケートや振り返りの自由記述分析の下ごしらえを、超時短に～

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2023.9

vision Vol.
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247

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ICTを活用して授業中・授業後の生徒の質問や指摘を活性化するには

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ICTを活用して授業中・授業後の生徒の質問や指摘を活性化するには

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2023.9

elements Vol.
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167

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私から見た「教師の働き方」

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私から見た「教師の働き方」

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2023.8

elements Vol.
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166

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商業高校って？

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商業高校って？

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2023.8

elements Vol.
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165

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スクールリーダーって、どんな人だろう？

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スクールリーダーって、どんな人だろう？

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2023.8

elements Vol.
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164

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その経験は宝物

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その経験は宝物

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2023.7

human Vol.
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59

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特別支援学級の教育

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特別支援学級の教育

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2023.7

human Vol.
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58

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肢体不自由学級特別支援学級って

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肢体不自由学級特別支援学級って

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2023.7

vision Vol.
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246

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外国語活動、外国語科が得意な子どもへの指導―指導実践から―

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外国語活動、外国語科が得意な子どもへの指導―指導実践から―

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2023.6

vision Vol.
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245

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話合い活動が得意な生徒を生かす授業とは

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話合い活動が得意な生徒を生かす授業とは

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2023.6

elements Vol.
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163

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理科が得意な子にしてあげたい３つのこと

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理科が得意な子にしてあげたい３つのこと

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2023.6

vision Vol.
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244

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日常の事象における探究活動

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日常の事象における探究活動

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2023.05

elements Vol.
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162

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書くことが得意な生徒への指導

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書くことが得意な生徒への指導

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2023.05

vision Vol.
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243

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国語科における「話すこと・聞くこと」が得意な生徒への指導の工夫

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国語科における「話すこと・聞くこと」が得意な生徒への指導の工夫

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2023.05

elements Vol.
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161

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教師と子供の4月

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教師と子供の4月

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2023.04

elements Vol.
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160

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養護教諭の4月

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新年度のスタートにあたって

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2023.04

elements Vol.
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159

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４月、新年度スタート！

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初任・若手教員の皆さんへのメッセージ

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2023.04

human Vol.
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本から学ぶ「校内研究・教師の学び」

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本から学ぶ「校内研究・教師の学び」

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2023.03

human Vol.
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ともに育ち続けることができますように

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ともに育ち続けることができますように

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2023.03

human Vol.
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当たり前のことを当たり前にすること

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当たり前のことを当たり前にすること

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2023.03

vision Vol.
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近代以降の文章をより理解するための音読実践

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近代以降の文章をより理解するための音読実践

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2023.02

vision Vol.
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教職大学院のすゝめ

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教職大学院のすゝめ

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2023.02

vision Vol.
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主体的なタイムマネジメントに向けて

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「チャイム」と「昼寝」から

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学習効率を高めるための座席配列

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学習効率を高めるための座席配列

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2023.01

vision Vol.
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答えを一つに絞らない国語科授業の提案

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対話を通して自己への認識を深める

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ほめなければいけない！？　どうする先生？

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2つの自尊感情に着目して

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2023.01

2022 : Back issue

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学び好きな子どもを育てる教師の手立てとは

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認知心理学の視点から

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2022.12

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何のために振り返るのか

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何のために振り返るのか

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指導案通りでない授業はよくない授業なのか

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指導案通りでない授業はよくない授業なのか

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2022.12

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今、求められている小学校での書写学習

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今、求められている小学校での書写学習

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2022.11

elements Vol.
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「「メタ認知」に関わる力」の育成に資するICTの活用

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「「メタ認知」に関わる力」の育成に資するICTの活用

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中学校キャリア教育

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夢を聞くより大切なこと

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未来の社会に向けた道徳科の授業作り

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未来の社会に向けた道徳科の授業作り

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2022.10

elements Vol.
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音楽科における、リコーダー学習の価値を問い直す

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音楽科における、リコーダー学習の価値を問い直す

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子供の成長を促す教師の言葉

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子供の成長を促す教師の言葉

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2022.10

elements Vol.
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宿題の目的を問い直す

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宿題の目的を問い直す

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2022.09

elements Vol.
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148

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既存の教科の枠にとらわれない

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夢中になる数理的な思考力教材

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2022.09

vision Vol.
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豊かな授業をつくる学習課題の提案

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豊かな授業をつくる学習課題の提案

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2022.09

elements Vol.
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147

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教師のきく力とコーチング

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教師のきく力とコーチング

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2022.08

elements Vol.
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146

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小学1年生って

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1年生の担任の先生が知っておくとよいこと

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2022.08

elements Vol.
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小学1年生って

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1年生への音読の指導

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2022.08

human Vol.
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54

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「学び続ける」ことの喜び

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自分のキャリアと教職大学院の学び

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2022.07

human Vol.
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53

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恩師とラジオと教員人生

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恩師とラジオと教員人生

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2022.07

elements Vol.
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G01

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小学校外国語に関する研修などのご紹介

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小学校外国語って、みんなどんなことをやってるの？

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vision Vol.
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235

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ユニバーサルデザインの視点に立つ

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道徳科授業づくり

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2022.07

elements Vol.
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144

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自分も他の人も気持ちよく

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自分も他の人も気持ちよく

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2022.06

vision Vol.
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234

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言葉による見方・考え方を働かせるとは？

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言葉による見方・考え方を働かせるとは？

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2022.06

vision Vol.
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233

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「見方・考え方」を指針とした、

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理科の授業づくり

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2022.06

human Vol.
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52

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何でも経験することが自分を成長させる

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何でも経験することが自分を成長させる

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2022.05

elements Vol.
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教員のICT活用能力を

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組織的に高めていくための工夫

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2022.05

elements Vol.
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生徒理解の仕事術

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教師が掴もうとする姿勢の重要性

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2022.05

elements Vol.
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カリキュラム・マネジメントを進めるための仕事術

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カリキュラム・マネジメントを進めるための仕事術

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2022.04

elements Vol.
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地域連携の仕事術

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地域連携の仕事術

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2022.04

elements Vol.
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部活動の仕事術

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部活動の仕事術

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2022.04

vision Vol.
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子どもが自分の思いを形にする表現の指導

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子どもの声に耳を傾けることから

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2022.3

vision Vol.
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「最幸な学級」を目指して

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「最幸な学級」を目指して

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2022.03

vision Vol.
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共に育つ学級づくり

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共に育つ学級づくり

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2022.3

elements Vol.
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この授業のテーマは何ですか？

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KP法で授業のテーマを明確に！

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2022.02

vision Vol.
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実験をやっただけではALにはならない。

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金属イオンの定性分析をつかって

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2022.02

elements Vol.
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授業に参加しやすい雰囲気づくり

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アクティブラーニングを取り入れるその前に

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2022.02

vision Vol.
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228

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通級による指導におけるアクティブ・ラーニング

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自立活動とアクティブ・ラーニングの関連性

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2022.01

elements Vol.
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アクティブ・ラーニングを通して

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多面的・多角的思考を育む

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2022.01

elements Vol.
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135

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子どもの理解に寄り添う

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集団アクティブ・ラーニングの手法を考える

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2022.01

2021 : Back issue

vision Vol.
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227

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公立中学校の多様性を活かす、

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『学び合い』の考え方を取り入れた授業

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2021.12

elements Vol.
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134

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つなげて、つなげて話し合おう！

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即興的に反論し合う「うん。でも、バトル」

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2021.12

elements Vol.
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「主体的・対話的で深い学び」を目指した読書教育

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リテラチャーサークルの取り組みから

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226

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数学におけるアクティブ・ラーニングを見直す

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数学におけるアクティブ・ラーニングを見直す

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根本的で多面的な思考を促す哲学対話

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フレーズにこだわることの可能性

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コア・リフレクションとジョハリの窓

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授業改善のために、自分の「強み」を知る

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初任者の先生への
メッセージ

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困難なときほど、柔軟な学びの時間を

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elements Vol.
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ジグソー法を活用した
学習活動

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ジグソー法を活用した学習活動

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human Vol.
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051

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2021年の夏、
「ともに」活動した

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わたしたち東京オリンピックボランティア

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日本語と教科を結ぶ

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日本語と教科を結ぶ

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vision Vol.
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ロールプレイングで
なりきる！

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相手の気持ちに立って行動できる力を養う

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あなたの判断は？
Yes or No？

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防災教育で培う問いを生み出す力

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キャリア教育推進への
第一歩

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キャリア教育推進への第一歩

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2021.8

human Vol.
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050

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私が子どもと関わる時に
大切にしていること

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経験した三つの役割を通じて

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human Vol.
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049

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教師を続けている理由

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これまでにない教員像が必要な時代

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elements Vol.
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子どもに寄り添った授業デザインを

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子どもに寄り添った授業デザインを

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2021.7

elements Vol.
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国語が苦手な子どもへの
支援方法

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分かった！できた！を実感させるきっかけづくり

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elements Vol.
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「できこぼれ」の子どもへの支援方法

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「できこぼれ」の子どもへの支援方法

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2021.7

elements Vol.
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子どもが充実感をもてる指導方法と教室環境

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子どもが充実感をもてる指導方法と教室環境

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2021.6

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総合的な学習の時間でのグループ活動のポイント

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より多くの子どもにとって「わかりやすい」グループ活動の工夫

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知的障害のある生徒の高等部卒業後の企業就労に向けて

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知的障害のある生徒の高等部卒業後の企業就労に向けて

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048

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オンラインでのことばの支援

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目的にたどり着く方法を選んでいく

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子どもが見通しをもちやすい授業スタイル

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子どもが見通しをもちやすい授業スタイル
―UDの視点×主体的・対話的で深い学びの実現を目指して－

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国際バカロレア教育と多様性

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国際バカロレア教育と多様性

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インクルーシブ教育の実現のために

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インクルーシブ教育の実現のために
－交流及び共同学習場面からの取組－

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215

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授業動画作成をする上で心がけたこと

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授業動画作成をする上で心がけたこと

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elements Vol.
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思春期の子どもが抱えがちな問題と教師としての対応

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思春期の子どもが抱えがちな問題と教師としての対応
～「なりたい自分」と「ありのままの自分」～

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心理師からのアドバイス２②

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若手教師のレジリエンス
レジリエンスの獲得と教師としての成長

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心理師からのアドバイス２①

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思春期のトラブルについて
～なぜ子どもは抱え込むのか～

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進んで関わり合いながら運動に取り組む子の育成～大田区立新宿小学校の校内研究実践報告～

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③研究の成果と課題

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進んで関わり合いながら運動に取り組む子の育成～大田区立新宿小学校の校内研究実践報告～

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②授業実践

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2021.3

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進んで関わり合いながら運動に取り組む子の育成～大田区立新宿小学校の校内研究実践報告～

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①研究の概要

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2021.3

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047

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企業の総合職と公立高校の教員を経験して感じること

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東京都立小平西高等学校
公民科主任教諭　竹達　健顕

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elements Vol.
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全校朝会の話②

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子どもに響く　教職員に響く校長講話

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全校朝会の話①

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人と人をつなぐ「心ぽかぽか挨拶運動」

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SDGsのための教育と未来への学び③

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子どもと大人がともに学ぶSDGs

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SDGsのための教育と未来への学び②

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新しい学びを促すSDGsのための教育

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SDGsのための教育と未来への学び①

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SDGsとその教育が目指すもの

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2021.2

human Vol.
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046

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今日の授業は子ども達のためにできましたか。

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小平市教育委員会教育部
指導課 指導主事　松田　弦

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心理師からのアドバイス１②

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子どもたちの心に寄り添うということ

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心理師からのアドバイス１①

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なんとなく学校へ行きたくない子への支援

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スポーツ団体と教育現場における指導の違い　３

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スポーツ団体と教育現場における指導の違い　３

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スポーツ団体と教育現場における指導の違い　２

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スポーツ団体と教育現場における指導の違い　２

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スポーツ団体と教育現場における指導の違い　１

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スポーツ団体と教育現場における指導の違い　１

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2021.1

human Vol.
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045

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価値観が変わった３年間

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世田谷区立尾山台小学校
主任教諭　大宮雅弘

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2021.1

2020 : Back issue

human Vol.
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044

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教員の働き方改革とは何か

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板橋区立板橋第三中学校
大西健太

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2020.12

elements Vol.
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みんなで取り組む生活指導②

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生活指導の実践例

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2020.12

elements Vol.
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みんなで取り組む生活指導①

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生活指導のポイント

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2020.12

vision Vol.
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「学校から職場への移行期」の教育を考える③

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未来の大学のキャリア教育とは

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2020.12

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「学校から職場への移行期」の教育を考える②

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アジア諸国と日本のキャリア・職業教育

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2020.12

vision Vol.
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203

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「学校から職場への移行期」の教育を考える①

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日本のキャリア教育・欧米の職業教育

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202

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CREDUON FOR TEACHERSのこれまで　今を生きる子どもたち ―VISION 200回記念特集―③

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今、合唱活動を再考するヒント

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vision Vol.
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201

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CREDUON FOR TEACHERSのこれまで　今を生きる子どもたち ―VISION 200回記念特集―②

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合唱界が混乱した2020年

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human Vol.
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043

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学級通信とともに

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東京学芸大学附属小金井小学校
大村幸子

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116

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学習支援の立場からのアドバイス②

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通級指導教室と在籍学級の効果的な連携を図るために

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115

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学習支援の立場からのアドバイス①

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学習の困難を伴う子どもたちへの教材づくりのポイント

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vision Vol.
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200

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CREDUON FOR TEACHERSのこれまで　今を生きる子どもたち ―VISION 200回記念特集―①

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教育の情報発信基地

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199

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人とのつながりを大切にして、アフターコロナに備えよう　３

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人とのつながりを大切にして、アフターコロナに備えよう　３

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2020.10

elements Vol.
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114

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中学校における指導場面②

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選択と集中

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human Vol.
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042

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脳みそリセット

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東京学芸大学附属世田谷小学校
長坂祐哉

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2020.10

vision Vol.
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198

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人とのつながりを大切にして、アフターコロナに備えよう　２

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人とのつながりを大切にして、アフターコロナに備えよう　２

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2020.10

elements Vol.
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113

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中学校における指導場面①

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待つことと褒めること

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vision Vol.
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197

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人とのつながりを大切にして、アフターコロナに備えよう　１

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人とのつながりを大切にして、アフターコロナに備えよう　１

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2020.10

vision Vol.
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196

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ソーシャル・キャピタルと教育　３

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ソーシャル・キャピタルと教育　３

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2020.09

elements Vol.
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112

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学校における特別支援教育２②

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幼稚園における特別支援教育
一人一人のニーズをとらえて

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2020.09

human Vol.
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041

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”よさ”を大切にする

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葛飾区立上小松小学校
副校長　林正隆

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vision Vol.
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ソーシャル・キャピタルと教育　２

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ソーシャル・キャピタルと教育　２

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elements Vol.
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111

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学校における特別支援教育２①

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中学校における特別支援教育
生徒のよさ・個性が活きる授業を目指…

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2020.09

vision Vol.
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194

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ソーシャル・キャピタルと教育　１

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ソーシャル・キャピタルと教育　１

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2020.09

human Vol.
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040

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思いはしなやかに

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前東京学芸大学附属世田谷小学校副校長
東京学芸大学非常勤講師　藤田留三丸

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2020.08

elements Vol.
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110

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絵本を用いた高校生への生活指導②

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自分がバリアであることに気づかせる

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2020.08

elements Vol.
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109

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絵本を用いた高校生への生活指導①

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SNSでのコミュニケーション

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2020.08

vision Vol.
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193

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新しい病原ウイルスと共生するための健康教育③

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新型コロナウイルス感染が開く新しい社会の扉とメンタルヘルスの課題

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2020.08

vision Vol.
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192

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新しい病原ウイルスと共生するための健康教育②

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学校における感染症対策の現状

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vision Vol.
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191

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新しい病原ウイルスと共生するための健康教育①

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感染症とその予防

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2020.08

vision Vol.
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「宿題」を通した学び③

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これからの宿題

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2020.07

elements Vol.
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学校における特別支援教育１②

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小学校における特別支援教育
スモールステップがクラス全員参加の…

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2020.07

human Vol.
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039

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漫画家から教員に

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板橋区立成増小学校教諭　渡邊一平

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2020.07

vision Vol.
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189

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「宿題」を通した学び②

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宿題の目的

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2020.07

elements Vol.
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学校における特別支援教育１①

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高等学校におけるインクルーシブ教育
誰もが安心して受けられる授業を目指…

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2020.07

vision Vol.
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188

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「宿題」を通した学び①

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宿題という概念

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2020.07

vision Vol.
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187

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出前授業を活用する③

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「社長のなり方講座」実施の舞台裏

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2020.06

elements Vol.
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106

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朝の広場の時間

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子どもたちへのメッセージ②

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2020.06

human Vol.
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038

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やりたいことをやってみる

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小金井市立南小学校教諭　高橋雅子

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vision Vol.
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186

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出前授業を活用する②

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「社長のなり方講座」で伝えたいメッセージ

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2020.06

elements Vol.
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105

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朝の広場の時間

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子どもたちへのメッセージ①

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2020.06

vision Vol.
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185

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出前授業を活用する①

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「社会に開かれた教育課程」へのヒント

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vision Vol.
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184

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ユニバーサルの視点を大切にした体育授業－さいたま市立常盤小学校での校内授業研究会から－③

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校内研究から見えた展望

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2020.05

elements Vol.
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「言葉」から特別支援教育を考える②

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学習言語：教科学習の理解や対人関係の構築を支える言語

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2020.05

human Vol.
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037

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脱“皮”学校の僕
～Zoomによる授業研究会～

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高崎市立並榎中学校教諭　小林大介

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2020.05

vision Vol.
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ユニバーサルの視点を大切にした体育授業－さいたま市立常盤小学校での校内授業研究会から－②

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ユニバーサルの視点を踏まえた体育授業

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2020.05

elements Vol.
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「言葉」から特別支援教育を考える①

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考えることが苦手な子どもには「答えを選べる」発問を

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2020.05

vision Vol.
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ユニバーサルの視点を大切にした体育授業－さいたま市立常盤小学校での校内授業研究会から－①

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「運動が苦手な児童や運動に意欲的ではない児童」について考える

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2020.05

vision Vol.
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181

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教育者のための創造的マインドを拓く―異才発掘プロジェクトROCKETを通して―③

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軌道から外れる勇気が新たな道をつくる

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2020.04

elements Vol.
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小学校における生活指導②

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子どもの自分探しを促す生活指導

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2020.04

human Vol.
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036

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日記と子どもの理解

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成城学園初等学校教諭　高橋丈夫

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vision Vol.
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教育者のための創造的マインドを拓く―異才発掘プロジェクトROCKETを通して―②

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教科書から学ばない学び、非常識を受け入れる学び

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小学校における生活指導①

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自分らしく社会で生きるための生活指導

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vision Vol.
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教育者のための創造的マインドを拓く―異才発掘プロジェクトROCKETを通して―①

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AI時代を生き抜く未来の教育

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vision Vol.
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放課後の歴史・現在・未来③

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放課後の未来

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2020.03

elements Vol.
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心理職の視点から特別支援教育の充実を図る②

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学級担任としてのカウンセリングマインド

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2020.03

human Vol.
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035

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H先生とA君

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杉並区立杉並和泉学園和泉中学校
非常勤教員 飯田良高

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放課後の歴史・現在・未来②

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放課後の現在

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elements Vol.
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心理職の視点から特別支援教育の充実を図る①

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通常の学級と連携する
〜スクールカウンセラーの立場から〜

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放課後の歴史・現在・未来①

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放課後の歴史

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2030年以降の社会に必要な教育を考える③

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コンピテンシー育成のための研究授業をオンラインで！

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elements Vol.
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098

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プログラミングを自ら活用する小学生②

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プログラミング教育を「道具を委ねる」へ

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2020.02

human Vol.
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034

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第87回　授業と子どもを考える会

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桐蔭横浜大学教授　谷本直美

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vision Vol.
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2030年以降の社会に必要な教育を考える②

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新しい学習観に基づく授業例とは？

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elements Vol.
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097

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プログラミングを自ら活用する小学生①

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小４「Safety Signal Makers」で見えてきたこと

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2030年以降の社会に必要な教育を考える①

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OECDが提唱する、2030年に向けた新たな学習観「ラーニング・コンパス（学びの羅針盤）」とは？

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172

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STEM教育③

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東京学芸大こども未来研究におけるSTEM教育プロジェクトへの挑戦

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2020.01

elements Vol.
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096

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子どもへの支援②

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知的に境界域の子どもへの支援

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2020.01

human Vol.
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033

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いつもヒントは目の前の子ども達に

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中部学院大学短期大学部　幼児教育学科　助教 小室明久

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2020.01

vision Vol.
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171

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STEM教育②

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日本にSTEM教育は必要か？日本の教育の現状と課題

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2020.01

elements Vol.
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095

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子どもへの支援①

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感覚の過敏な子への支援

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2020.01

vision Vol.
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170

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STEM教育①

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STEM教育とは何か？その現状と紹介

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2020.01

2019 : Back issue

vision Vol.
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169

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フィールドワーク教育の可能性③

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世界と自分の関係性に向けて

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2019.12

elements Vol.
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094

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プログラマーの時間②

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「とべ！ドローン」後編

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2019.12

human Vol.
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032

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「新しい音楽教育を考える会」による音楽づくりワークショップ

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小田原短期大学　助教　中村昭彦

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2019.12

vision Vol.
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168

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フィールドワーク教育の可能性②

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「問い」を生み出すための基本的姿勢

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2019.12

elements Vol.
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093

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プログラマーの時間①

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「とべ！ドローン」前編

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2019.12

vision Vol.
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167

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フィールドワーク教育の可能性①

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文化人類学的視点から

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2019.12

vision Vol.
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166

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水辺に生きる③

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「Water SITで水辺を巡る」

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2019.11

elements Vol.
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092

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「特別支援教育」 子どもが生き生きとする授業の実際②

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子どもに応じた教材開発

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2019.11

human Vol.
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031

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「せつないって、なぁ〜んだ？」

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文京区立林町小学校 主任教諭　清水 良

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2019.11

vision Vol.
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165

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水辺に生きる②

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「回遊魚の一生を探る」

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2019.11

elements Vol.
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091

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「特別支援教育」 子どもが生き生きとする授業の実際①

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長所を活用した指導

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2019.11

vision Vol.
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164

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水辺に生きる①

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「つながりの水辺」

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2019.11

vision Vol.
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163

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「オリンピック・レガシ―」③

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「オリンピック・レガシ―」③

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2019.10

elements Vol.
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090

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誰でも出来るプログラミング教育②

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誰でも出来るプログラミング教育②

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2019.10

human Vol.
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030

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「他力本願がつないだ縁、広がる世界」

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埼玉県所沢市立三ケ島中学校　佐藤 彩弥

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2019.10

vision Vol.
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162

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「オリンピック・レガシ―」②

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「オリンピック・レガシ―」②

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2019.10

elements Vol.
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089

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誰でも出来るプログラミング教育①

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誰でも出来るプログラミング教育①

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2019.10

vision Vol.
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161

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「オリンピック・レガシー」①

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「オリンピック・レガシー」①

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2019.10

vision Vol.
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160

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キャリア教育を考える③

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キャリア教育を考える③

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2019.09

elements Vol.
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088

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子どもたちの強みを生かす②

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聴覚優位な子どもへの指導・支援

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2019.09

human Vol.
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029

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ケイさんからの電話

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元東京都公立小学校教諭　大貫耕一

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2019.09

vision Vol.
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159

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キャリア教育を考える ②

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キャリア教育を考える ②

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2019.09

elements Vol.
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087

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子どもたちの強みを生かす①

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視覚優位な子どもへの指導・支援

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2019.09

vision Vol.
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158

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キャリア教育を考える ①

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キャリア教育を考える ①

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2019.09

human Vol.
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028

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教師が伸びれば、子供も伸びる

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調布市立第三小学校　小島大樹

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2019.08

elements Vol.
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086

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小学4年総合における教育版マインクラフト「レッドストーン回路」を扱った授業②

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レッドストーン回路の仕組みと授業の具体

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2019.08

vision Vol.
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157

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「教員の働き方改革」③

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「教員の働き方改革」③

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2019.08

vision Vol.
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156

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「教員の働き方改革」②

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「教員の働き方改革」②

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2019.08

elements Vol.
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085

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小学4年総合における教育版マインクラフト「レッドストーン回路」を扱った授業①

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「論理回路」の基本を学ぶプログラミング教材として

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2019.08

vision Vol.
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155

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「教員の働き方改革」①

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「教員の働き方改革」①

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1029.08

human Vol.
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027

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よし！体育の勉強会を創ろう

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流通経済大学 教授　福ヶ迫善彦

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2019.07

elements Vol.
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084

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子どもの困難さに寄り添う②

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読み書きに困難さがある子への支援

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2019.07

vision Vol.
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154

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エジプトと教育③

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国際協力の第一歩―「自分に合った支援」を考える

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2019.07

vision Vol.
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153

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エジプトと教育②

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３つの学校から浮かび上がる現状

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2019.07

elements Vol.
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083

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子どもたちの困難さに寄り添う①

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読み書きに困難さがある子の理解

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2019.07

vision Vol.
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エジプトと教育①

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「教育」というキーワード

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2019.07

human Vol.
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026

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半世紀生きて、やっと英語を楽しむ気持ちになりました！

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青森県三戸町立斗川小学校教頭　竹原まり子

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2019.06

vision Vol.
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151

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朝鑑賞でカリキュラムマネジメント③

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総合で探求心を育む　学び、その先へ

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2019.06

elements Vol.
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082

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Processingを用いて，図形の理解を深める学習②

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～図形領域「垂直，平行と四角形」におけるおける実践〜

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2019.06

vision Vol.
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150

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朝鑑賞でカリキュラム・マネジメント②

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授業が明らかに変わった教科の授業、校内研修のあり方

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2019.06

elements Vol.
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081

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Processingを用いて，図形の理解を深める学習①

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Processingを用いて，図形の理解を深める学習①

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2019.06

vision Vol.
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149

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朝鑑賞でカリキュラム・マネジメント①

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そもそも朝鑑賞とは　考える→考えたことを口にする

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2019.06

vision Vol.
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148

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「日本教育支援協働学会」第１回研究発表大会から③

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自由研究発表として行われた教育支援協働に関わる22の発表

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2019.05

human Vol.
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025

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「出会い」を求めて　〜異文化交流のすすめ〜

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香川県高松市立東植田小学校教諭　窪田啓伸

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2019.05

elements Vol.
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080

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特別支援教育の視点を授業に生かす！②

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特別支援教育×プログラミング教育「特別支援学級でのプログラミング教育はスモールステップで」

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2019.05

elements Vol.
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079

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特別支援教育の視点を授業に生かす！①

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特別支援教育×道徳科「障害特性に応じた道徳科の『発問』とは？」

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2019.05

vision Vol.
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147

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「日本教育支援協働学会」第１回研究発表大会から②

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4つのラウンドテーブルでの議論

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2019.05

vision Vol.
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146

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「日本教育支援協働学会」第１回研究発表大会から①

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小学校展覧会「●▲■、おもいのかたち―みえないものをみる－」を創る

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2019.05

vision Vol.
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145

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多様な子どもをいかに見とるか③

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先生は「この子」によって力量を高める

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2019.04

elements Vol.
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078

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AI（NAO校長）との関わりを通して考える「生命」についての授業②

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AIとともに生きる未来のために

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2019.04

human Vol.
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024

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児童一人ひとりが居心地の良い学級

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千葉県松戸市立旭町小学校教諭　丹隆二

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2019.04

elements Vol.
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077

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プログラミング教育導入に向けた現状②

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コンピュータサイエンスを土台としたプログラミングの活動

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2019.04

vision Vol.
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144

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多様な子どもをいかに見とるか②

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「この子」がいるからこそ実現する授業

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2019.4

elements Vol.
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076

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プログラミング教育導入に向けた現状①

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必修化直前「小学校におけるプログラミングの活動」の現在地

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2019.04

vision Vol.
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143

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多様な子どもをいかに見とるか①

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「見とり」「見通し」「見立てる」

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2019.04

elements Vol.
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075

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外国語（英語）の授業におけるアクティブ・ラーニング②

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子どもの学びの中に「外国語」がある状況を作る

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2019.03

human Vol.
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023

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第2回「教えて! 先輩!」

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若手だからできること、中堅だからできること

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2019.04

human Vol.
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022

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師匠と弟子

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宮城県 登米市立米山中学校 主幹教諭（安全担当）及川政彦

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2019.03

vision Vol.
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142

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AIと教育⑦

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参加者と一緒に「AI×未来の教育」を考える

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2019.03

elements Vol.
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074

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外国語（英語）の授業におけるアクティブ・ラーニング①

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外国の文字を調べる「おもしろさ」を子どもに体験させる

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2019.03

vision Vol.
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141

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AIと教育⑥

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3つの共同研究プロジェクト

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2019.03

vision Vol.
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140

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AIと教育⑤

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2017年のシンポジウムを終えて

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2019.03

elements Vol.
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073

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音楽科におけるアクティブ・ラーニング②

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音楽科の授業を本当にアクティブにするために……

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2019.02

vision Vol.
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139

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大切だからいつかどこかで…では遅い金融教育③

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「投資」とはお金儲けの手段なのか？

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2019.02

human Vol.
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021

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理想を超えられるように

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佐賀県唐津市立大志小学校教諭　清水皓太

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2019.02

vision Vol.
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138

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大切だからいつかどこかで…では遅い金融教育②

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金融教育のさらなる充実を実現するには？

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2019.02

elements Vol.
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072

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音楽科におけるアクティブ・ラーニング①

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鑑賞学習を「受動」から「能動」へ

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2019.02

vision Vol.
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137

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大切だからいつかどこかで…では遅い金融教育①

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なぜ今、金融教育なのか？　

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2019.02

vision Vol.
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136

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コンピテンシー・ベースの教育で求められる「評価」③

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自己調整学習

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2019.01

elements Vol.
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071

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主体的・対話的で深い学びを促進する自己評価・相互評価の在り方②

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理科「ものの燃え方と空気」の実践から

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2019.01

vision Vol.
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135

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コンピテンシー・ベースの教育で求められる「評価」②

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メタ認知能力

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2019.01

human Vol.
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020

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生徒にとっての「良い授業」を

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和歌山県田辺市立東陽中学校教諭　大家育海

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2019.01

elements Vol.
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070

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アクティブ・ラーニングを促進する自己評価・相互評価の在り方①

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ICEモデルを活用したルーブリック

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2019.01

vision Vol.
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134

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コンピテンシー・ベースの教育で求められる「評価」①

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コンピテンシーを育てるという課題

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2019.01

2018 : Back issue

vision Vol.
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133

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「非認知能力」と次世代教育のあり方③

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次世代教育への転回

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2018.12

elements Vol.
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069

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AI（NAO校長）との関わりを通して考える「生命」についての授業①

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AIとともに生きる未来のために

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2018.12

human Vol.
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019

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教育は共育

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茨城県つくば市立春日学園義務教育学校校長　石川栄樹

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2018.12

vision Vol.
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132

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「非認知能力」と次世代教育のあり方②

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個人主義的人間観を超えて

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2018.12

vision Vol.
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131

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「非認知能力」と次世代教育のあり方①

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非認知能力とはなにか

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2018.12

human Vol.
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018

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"心を解放し、自由に表現できる場"を作りたい

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東京都品川区立清水台小学校教諭　中田顕一

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2018.11

human Vol.
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017

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第1回「教えて! 先輩!」

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「いろいろな目」で物事を見ることの大切さ

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2018.11

elements Vol.
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068

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家庭科の授業におけるアクティブ・ラーニング②

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当たり前を可視化する

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2018.11

vision Vol.
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130

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遊ぶようにワクワク学ぶ②

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遊びと学びとを区別すること

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2018.11

elements Vol.
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067

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家庭科の授業におけるアクティブ・ラーニング①

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「分からない」を知る

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2018.11

vision Vol.
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129

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遊ぶようにワクワク学ぶ！①

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ワクワクする学び

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2018.11

elements Vol.
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066

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ダンスイベント型授業②

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本物に触れることがアクティブ・ラーニングを加速させる

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2018.10

vision Vol.
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128

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「やってみたい！」がこどもの体力を高める③

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きっかけづくり、習慣づくり

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2018.10

elements Vol.
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065

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ダンスイベント型授業①

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生徒の学ぶ姿によって始まった連携・恊働

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2018.10.

human Vol.
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016

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境目の１メートル

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埼玉県さいたま市立谷田小学校校長　井原政幸

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22018.10.

vision Vol.
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127

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「やってみたい！」がこどもの体力を高める②

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わくわくする運動（遊び）を

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2018.10.

vision Vol.
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126

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「やってみたい！」がこどもの体力を高める①

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こどもの体力と運動習慣の現状

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2018.10

elements Vol.
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064

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食をテーマにした保健の授業づくり②

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既存の知識を見直し、食生活を考える

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2018.09

vision Vol.
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125

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現代の子どもの食生活③

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食事と心の関係について

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2018.09

elements Vol.
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063

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食をテーマにした保健の授業づくり①

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授業で得た知識を実生活で活用する

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2018.09

vision Vol.
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124

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現代の子どもの食生活②

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食事と人間関係の育ちについて

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2018.09

vision Vol.
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123

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現代の子どもの食生活①

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子どもたちの食生活の現状と課題

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2018.09

elements Vol.
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062

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算数の授業におけるアクティブラーニング②

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現実の問題を解決する

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2018.08

human Vol.
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015

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私にとっての教育

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長野県小諸市立美南ガ丘小学校校長　鈴木雅幸

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2018.08

vision Vol.
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122

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大学入試改革から子どもの学びを考える③

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これからの「学び」はどうあるべきか

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2018.08

elements Vol.
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061

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算数の授業におけるアクティブラーニング①

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作った方法をもとに問題づくり

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2018.08

vision Vol.
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121

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大学入試改革から子どもの学びを考える②

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子どもの学びはどう変わるのか？

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2018.08

vision Vol.
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120

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大学入試改革から子どもの学びを考える①

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なぜ大学入試改革か？

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2018.08

vision Vol.
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119

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運動部活動のあり方を考える③

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運動部活動のこれから

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2018.07

elements Vol.
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060

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図画工作の授業におけるアクティブ・ラーニング②

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遊ぶように学ぶスタイルの授業

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2018.07

vision Vol.
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118

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運動部活動のあり方を考える②

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期待と不安

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2018.07

elements Vol.
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059

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図画工作の授業におけるアクティブ・ラーニング①

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図工はアクティブ・ラーニングなの？

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2018.07

vision Vol.
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117

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運動部活動のあり方を考える①

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日本の運動部活動が変わる！

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2018.07

vision Vol.
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116

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宇宙教育という手法③

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SEECときっかけ

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2018.06

human Vol.
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014

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ツイています

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東京都調布市立杉森小学校校長　森田康之

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2018.06

elements Vol.
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058

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社会の授業におけるアクティブ・ラーニング②

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調べたことを整理する関連図づくりと、思考を深めるビデオ資料

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2018.06

vision Vol.
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115

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宇宙教育という手法②

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海外との連携「SEEC」

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2018.06

elements Vol.
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057

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社会の授業におけるアクティブ・ラーニング①

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表現しながら思考を深めていく社会科の学習

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2018.06

vision Vol.
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114

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宇宙教育という手法①

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JAXAが広げる宇宙教育

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2018.06

vision Vol.
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113

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次世代教育研究推進機構プロジェクト③

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第2回次世代教育研究推進機構シンポジウム（後半）

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2018.05

elements Vol.
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056

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ほんの少しのスパイスを！　国語科学習におけるアクティブ・ラーニング②

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「3つの『対話』」というスパイスを効かせる

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2018.05

human Vol.
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013

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教師としての土台となる１年間

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東京都北区立田端小学校教諭　梶川侑哉

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2018.05

vision Vol.
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112

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次世代教育研究推進機構プロジェクト②

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第2回次世代教育研究推進機構シンポジウム（前半）

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2018.05

elements Vol.
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055

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ほんの少しのスパイスを！　国語科学習におけるアクティブ・ラーニング①

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「半未知」と「ずれ」というスパイスを効かせる

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2018.05

vision Vol.
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111

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次世代教育研究推進機構プロジェクト①

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NGEプロジェクトの取組と活動概要

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2018.05

elements Vol.
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054

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子どもの眼が輝く！体育授業におけるアクティブ・ラーニング②

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１年生の体育授業（リレー遊び）から

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2018.04

vision Vol.
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109

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カリキュラム・マネジメントとは③

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カリキュラム・マネジメントの留意点

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2018.04

elements Vol.
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053

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子どもの眼が輝く！体育授業におけるアクティブ・ラーニング①

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主体的・対話的で深い学びに向けた体育授業とは

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2018.04

vision Vol.
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108

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鍵盤ハーモニカとあそぶ ― 新しい活動の提案

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NPO法人 東京学芸大こども未来研究所研究員　小田直弥

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2018.04

vision Vol.
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107

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カリキュラム・マネジメントとは②

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具体的にはどうする？

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2018.04

human Vol.
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012

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魅力ある先生って？

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岡山県岡山市立五城小学校校長　小川泰永

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2018.04

vision Vol.
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106

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カリキュラム・マネジメントとは①

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なぜ、カリキュラム・マネジメント？

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2018.04

elements Vol.
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052

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森を守るために木を切る

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森を守るために木を切る

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2018.03.

elements Vol.
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051

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自然を思う気持ちを教える

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自然を思う気持ちを教える

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2018.03.

vision Vol.
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110

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学校図書館を使って、高いレベルの情報収集を③

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「学校図書館マインド」で道徳教育の情報を集める

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2018.03

vision Vol.
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105

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学校図書館を使って、高いレベルの情報収集を②

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1台のパソコンを使って、縦横に星空を見てみよう

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2018.03.

human Vol.
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011

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生徒理解につとめた日々

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check out

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2018.03

elements Vol.
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050

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HEAR & NOW を大切にした学級活動②

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体験を通した内面の共有化

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2018.03

elements Vol.
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049

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HEAR & NOW を大切にした学級活動①

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児童のめあてや目標づくりについて

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2018.3

vision Vol.
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104

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学校図書館を使って、高いレベルの情報収集を①

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社会科で自分たちの住んでいる場所を調べるとき

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2018.03

elements Vol.
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048

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表現の授業づくり②

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わたしたちの音楽会～５、６年生の器楽合奏～

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2018.02

vision Vol.
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103

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多様性と教師教育、そして未来③

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ともに成長しながら個性ある学校づくりを

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2018.02

elements Vol.
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047

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表現の授業づくり①

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お話を音にすると…〜音で物語を表現する子どもたちの姿〜

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2018.02

human Vol.
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010

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道具がつくれる人間を育てよう

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東京都府中市立府中第四中学校校長（全日本中学校技術・家庭科研究会　顧問）　三浦　登

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2018.02

vision Vol.
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102

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多様性と教師教育、そして未来②

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課題の補填のための授業から、希望を育てるための授業へ

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2018.02

vision Vol.
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101

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多様性と教師教育、そして未来①

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多様さを、課題ではなく希望で語ろう

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2018.02

elements Vol.
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046

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英語の授業づくり②

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読む」「書く」活動に楽しく取り組むために

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2018.01

vision Vol.
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100

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悪条件の下での先端的教育③

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学校図書館を使って様々な工夫を

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2018.01

elements Vol.
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045

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英語の授業づくり①

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外国語活動との楽しい出会いを（中学年）

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2018.01

human Vol.
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009

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すべての経験が財産となる

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東京都西東京市立保谷中学校養護教諭　野田優子

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2018.01

vision Vol.
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099

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悪条件の下での先端的教育②

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教育におけるICTやデジタル教材の四つの役割

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2018.01

vision Vol.
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098

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悪条件の下での先端的教育①

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まずは何が大事かを、しっかりと考えよう

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2018.01

2017 : Back issue

vision Vol.
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097

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「スポーツ」ってなんだろう？③

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バリアブレイクスポーツを体験してもらって

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2017.12

vision Vol.
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096

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「スポーツ」ってなんだろう？②

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試行錯誤して創ったバリアブレイクスポーツ

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2017.12

elements Vol.
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044

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子どもも教師も楽しめる理科の授業づくり②

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「結果のズレ」を生かした授業

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2017.12

human Vol.
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008

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「レジリエンス」を育てる教育の重要性

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福岡県立三潴高等学校校長 橋本真理子

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2017.12

elements Vol.
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43

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子どもも教師も楽しめる理科の授業づくり①

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「遊び」からスタートさせる学び

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2017.12

vision Vol.
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095

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「スポーツ」ってなんだろう？①

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「バリアブレイクスポーツ」の意義とその発想法

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2017.12

elements Vol.
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042

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保健の授業づくり①

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授業の流れ

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2017.11

vision Vol.
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094

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養護教諭との連携を踏まえた子どもたちの支援③

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先入観にとらわれないために～これからの養護教諭に求められていること～

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2017.11

vision Vol.
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093

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養護教諭との連携を踏まえた子どもたちの支援②

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健康観察の可能性～健康観察から何が見えてくるか～

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2017.11

elements Vol.
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041

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自然体験　×　授業

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自然体験　×　授業

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2017.10

vision Vol.
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092

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養護教諭との連携を踏まえた子どもたちの支援①

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健康課題とその解決に向けて

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2017.11

elements Vol.
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040

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総合的な学習の時間の授業づくり②

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決め手はゲストティーチャー

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2017.10

vision Vol.
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091

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新「幼稚園教育要領」改訂によって、何が変わり何が変わらないのか③

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保育の質の向上のために

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2017.10

elements Vol.
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039

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総合的な学習の時間の授業づくり①

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ゲストティーチャーの発言がきっかけになって

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2017.10

human Vol.
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007

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「生きる力」を育む「体育授業」

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岩手県西和賀町立湯田小学校校長（体育授業研究会理事長） 盛島　寛

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2017.10

vision Vol.
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090

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新「幼稚園教育要領」改訂によって、何が変わり何が変わらないのか②

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幼児期の終わりまでに育ってほしい10の姿とは？

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2017.10

vision Vol.
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089

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新「幼稚園教育要領」改訂によって、何が変わり何が変わらないのか①

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遊びを中心とした教育

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2017.10

vision Vol.
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088

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学校図書館を活用しましょう ③

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〈学校図書館〉と米作り

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2017.09

human Vol.
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006

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体育講師との出会い

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東京都足立区立千寿本町小学校教諭　小林祐太

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2017.09

elements Vol.
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038

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子どもの切実感を引き出す算数の授業づくり―教育実習を迎える学生への指導を通して―②

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教具で理解をうながす

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2017.09

elements Vol.
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037

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子どもの切実感を引き出す算数の授業づくり—教育実習を迎える学生への指導を通して—①

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本質的な理解をめざす

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2017.09

vision Vol.
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087

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学校図書館を活用しましょう②

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〈学校図書館〉と野菜づくり

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2017.09

vision Vol.
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086

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学校図書館を活用しましょう ①

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〈学校図書館〉と情報

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2017.09

human Vol.
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005

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未知なる世界への誘い

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大阪教育大学附属高等学校平野校舎教諭　松田雅彦

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2017.08

elements Vol.
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036

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自分の心を見つめ、素直に思いを言葉にできる道徳授業をめざして②

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じっくり考える～６年生 ７月「うばわれた自由」の授業実践～

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2017.08

vision Vol.
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085

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道徳科の特質をふまえた「主体的・対話的で深い学び」とは？③自己を深く見つめる授業のために

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自己を深く見つめる授業のために

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2017.08

vision Vol.
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道徳科の特質をふまえた「主体的・対話的で深い学び」とは？②

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道徳授業の特質とは何か

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自分の心を見つめ、素直に思いを言葉にできる道徳授業をめざして①

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のびのび語る〜１年生　５月「かぼちゃのつる」の授業実践〜

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2017.08

vision Vol.
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083

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道徳科の特質をふまえた「主体的・対話的で深い学び」とは？①

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道徳科では「主体的」が重要

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human Vol.
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004

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教師として、屋台骨をつくることができた時期

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山口大学教育学附属光小学校教諭　才宮大明

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elements Vol.
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６年生「法や決まり」をテーマに授業をつくる②

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法や決まりからその時代のイメージを深める

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vision Vol.
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AIと教育④

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教育の未来予想図

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６年生「法や決まり」をテーマに授業をつくる①

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社会の様子から法や決まりを考える

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vision Vol.
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081

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AIと教育③

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人工知能（AI）社会における「生きる力」とは何か？

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vision Vol.
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AIと教育②

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AIと教育

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vision Vol.
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新学習指導要領と〈学校図書館〉③

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学校図書館から〈学校図書館〉へ

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2017.06

human Vol.
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003

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教えているつもりが教えられ

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東京都品川区立後地小学校校長　石出浩朗　

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2017.06

elements Vol.
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学びの過程を重視して、自立した学習者を育てる②

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学習者の思考力・判断力・表現力を高める「ノート学習」

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2017.06

elements Vol.
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031

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学びの過程を重視して、自立した学習者を育てる①

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子どもの願いを大切にした書くことの学習

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vision Vol.
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新学習指導要領と〈学校図書館〉②

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予測困難な社会変化と学校図書館

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2017.06

vision Vol.
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077

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新学習指導要領と〈学校図書館〉①

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新学習指導要領の趣旨

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2017.06

vision Vol.
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076

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21世紀型スキルとは③

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21世紀型スキルの評価とは

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2017.05

vision Vol.
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075

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21世紀型スキルとは②

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4つの資質・能力

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2017.05

elements Vol.
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学びに向かう力を引き出す体育における探求型授業デザイン②

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こだわりの作戦〜小学校４年生「タッチハンドボール」〜

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2017.05

human Vol.
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002

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まわり道・・・だったからこそラッキーの連続！講師生活

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香川県高松市立前田小学校教諭　畦田絵里子

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2017.05

vision Vol.
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074

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21世紀型スキルとは①

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これからの社会において身につけるべき資質・能力とは

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2017.05

elements Vol.
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029

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学びに向かう力を引き出す体育における探求型授業デザイン①

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「まだ味わったことのない世界」を目指して、子どもたちと

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2017.05

elements Vol.
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028

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小学校のプログラミング教育と教科の接続③

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まとめ編

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2017.04

elements Vol.
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小学校のプログラミング教育と教科の接続②

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活用編

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2017.04

elements Vol.
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026

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小学校のプログラミング教育と教科の接続①

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基礎編

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2017.04

vision Vol.
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073

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AIと教育①

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人工知能（AI）社会の生きる力とは

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2017.04

human Vol.
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001

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探求と創造への注力

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東京学芸大学教授、東京学芸大学附属世田谷小学校校長　松浦　執

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2017.04

vision Vol.
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072

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プログラミング学習の方向性②

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プログラミング的思考は 授業にどのように取り入れると良いのか

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2017.04

vision Vol.
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071

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プログラミング教育の方向性①

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発達段階に応じたプログラミング に関する教育のねらいや内容をどのように構成するか

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2017.04

vision Vol.
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070

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ダイバーシティと共生社会③

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障害受容は誰がするのか

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2017.03

vision Vol.
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069

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ダイバーシティと共生社会②

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差別はどこから生まれるのか

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2017.03

elements Vol.
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025

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学校図書館＆授業づくりのヒント㉕

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春…３月から４月へ〜羽ばたく子どもたちへのプレゼント〜 

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2017.03

vision Vol.
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068

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ダイバーシティと共生社会①

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障害者差別解消法の中の教育課題

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2017.03

elements Vol.
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024

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学校図書館＆授業づくりのヒント㉔

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デジタルコンテンツを活用した授業〜福島県郡山市立朝日が丘小学校＆白岩小学校の実践〜 

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2017.03

vision Vol.
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067

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思い出のつまったプレゼントをあげよう③

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６年生に感謝の気持ちを込めて

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2017.02

elements Vol.
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023

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学校図書館＆授業づくりのヒント㉓

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学習成果のまとめ方 〜次年度の学びにつなげるために〜

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2017.02

vision Vol.
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066

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思い出のつまったプレゼントをあげよう②

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３月の紙テープ

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2017.02

elements Vol.
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022

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学校図書館&授業づくりのヒント㉒

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郡山市の学校訪問 ～データベースの使いかたを指導～

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2017.02

vision Vol.
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065

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思い出のつまったプレゼントをあげよう①

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生徒と教員をつなぐプレゼント

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2017.02

vision Vol.
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064

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これからの英語教育③

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英語試験の4技能化が意味するもの

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2017.01

vision Vol.
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063

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これからの英語教育②

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これからの中学校英語教育は

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2017.01

elements Vol.
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021

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学校図書館&授業づくりのヒント㉑

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福島の学校図書館教育〜いま、そして未来へ〜

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2017.01

elements Vol.
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020

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学校図書館&授業づくりのヒント⑳

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本で楽しむ〜ゆきを楽しむ・雪を知る〜

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2017.01

vision Vol.
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062

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これからの英語教育①

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思いのつまった英語表現のINPUTを大切にした小学校外国語活動

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2017.01

2016 : Back issue

vision Vol.
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061

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ノンバーバルを見つめなおす③

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言葉になる前のイメージ

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2016.12

vision Vol.
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060

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ノンバーバルを見つめなおす②

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自然なジェスチャーへの問いから考える

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2016.12

elements Vol.
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019

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学校図書館&授業づくりのヒント⑲

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本で楽しむ〜各地の正月と干支の話〜

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2016.12

elements Vol.
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018

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学校図書館&授業づくりのヒント⑱

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新聞記事データベースを活用した授業実践 ～埼玉県・ときがわ町立桜ヶ丘小学校～

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2016.12

elements Vol.
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017

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学校図書館&授業づくりのヒント⑰

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デジタル教材と学校図書館

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2016.12

vision Vol.
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059

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ノンバーバルを見つめなおす①

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ノンバーバルは”ノン”バーバル

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vision Vol.
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「教育の日」を知っていますか？③

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現場の先生方の思いとは

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vision Vol.
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「教育の日」を知っていますか？②

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「教育の日」制定の意義と今後について

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elements Vol.
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016

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学校図書館&授業づくりのヒント⑯

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たのしく英語活動

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015

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学校図書館&授業づくりのヒント⑮

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季節を２倍楽しめる本

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vision Vol.
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「教育の日」を知っていますか？①

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「教育の日」とは

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vision Vol.
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055

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造形活動を通して、学ぶことの意味③

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自律的活動力を育む、造形的なプロジェクト型学習の促進

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2016.10

vision Vol.
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054

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造形活動を通して、学ぶことの意味②

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鑑賞活動を通したコミュニケーション力の育成と自己肯定感の高まり

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2016.10

elements Vol.
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014

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学校図書館&授業づくりのヒント⑭

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デジタルコンテンツを活用した授業実践～島根県・雲南市立加茂中学校～

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elements Vol.
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013

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学校図書館&授業づくりのヒント⑬

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デジタルコンテンツあれこれ２

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elements Vol.
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学校図書館&授業づくりのヒント⑫

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デジタルコンテンツあれこれ

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vision Vol.
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053

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造形活動を通して、学ぶことの意味①

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具体物と関わりながら育む「質的な判断力」

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vision Vol.
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心の声をきく— 信頼関係から築かれる子どもの育ち—③

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育っていく子どもを暖かく支える

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elements Vol.
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011

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学校図書館&授業づくりのヒント⑪

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問いを持ち、解決を図る授業づくり

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vision Vol.
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051

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心の声をきく— 信頼関係から築かれる子どもの育ち—②

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自信を育む“挑戦”と“発見”を仕組む

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2016.09

vision Vol.
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050

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心の声をきく— 信頼関係から築かれる子どもの育ち—①

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自力解決ができる子どもを目指して関わる

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elements Vol.
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010

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学校図書館&授業づくりのヒント⑩

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多様なメディアと情報活用能力の育成－新しい学びに向けて－

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2016.08

vision Vol.
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心の健康と生徒指導③

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健康と心の成熟

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2016.08

elements Vol.
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009

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学校図書館&授業づくりのヒント⑨

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新聞記事データベース・オンライン百科事典の実践例「一島での活用」

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2016.08

vision Vol.
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048

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心の健康と生徒指導②

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経験豊富な教師の多忙と人間関係

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2016.08

vision Vol.
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心の健康と生徒指導①

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若い教師と生徒指導

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2016.08

vision Vol.
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046

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東京オリンピックにつながるリオオリンピックの楽しみ方③

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「閉会式」までチャンネルはそのまま！

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2016.07

vision Vol.
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東京オリンピックにつながるリオオリンピックの楽しみ方②

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「ミニオリンピック大会」を開こう！

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2016.07

elements Vol.
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008

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学校図書館&授業づくりのヒント⑧

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教育の動きを考える―タブレットがやってくる―

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elements Vol.
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007

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学校図書館&授業づくりのヒント⑦

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さあ、夏休み！－自由研究のヒント－

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2016.07

vision Vol.
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042

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東京オリンピックにつながるリオオリンピックの楽しみ方 ①

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社会科的な視点からオリンピックを斬ってみたら・・・

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2016.07

vision Vol.
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044

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子どもの貧困と学校③

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包摂型社会と学校

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2016.06

vision Vol.
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043

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子どもの貧困と学校②

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学校の持つ可能性

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2016.06

elements Vol.
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006

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学校図書館&授業づくりのヒント⑥

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道徳の時間の教材にお薦めの本・紙芝居

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2016.06

elements Vol.
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005

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学校図書館&授業づくりのヒント⑤

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子どもたちの心を育てる－道徳の時間に絵本や紙芝居の活用を－

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2016.06

vision Vol.
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041

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子どもの貧困と学校①

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子どもの貧困とは

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2016.06

elements Vol.
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004

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学校図書館&授業づくりのヒント④

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ブックトークの実践例「一小ガエルの仲間達」

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2016.05

elements Vol.
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003

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学校図書館&授業づくりのヒント③

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本好きな子どもたちに－子どもと本をつなぐ手法－

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2016.05

vision Vol.
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039

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理科教育の未来とSTEM教育③

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気づきの仕掛け

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2016.05

vision Vol.
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038

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理科教育の未来とSTEM教育②

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STEMをご存じですか？

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2016.05

vision Vol.
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037

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理科教育の未来とSTEM教育①

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理科教育とは一体何を教えることなのか？

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2016.05

vision Vol.
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040

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リアルな体験が子どもを成長させる③

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体験のきっかけをつくる新たな「小中学生体験活動奨励制度（仮称）」

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2016.04

elements Vol.
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002

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学校図書館＆授業づくりのヒント②

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読み聞かせで心をつかむ

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2016.04.

elements Vol.
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001

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学校図書館＆授業づくりのヒント①

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学校図書館て何？

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2016.04

vision Vol.
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036

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リアルな体験が子どもを成長させる②

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青少年の体験活動等に関する実態調査

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2016.04

vision Vol.
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035

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リアルな体験が子どもを成長させる①

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自分の成長を振り返ると見える「リアルな体験活動」の重要性

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2016.04

vision Vol.
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034

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子ども達が自分の疑問に向き合える③

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「けんQノート」③

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2016.03

vision Vol.
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033

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子ども達が自分の疑問に向き合える②

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「けんQノート」②

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2016.03

vision Vol.
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032

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子ども達が自分の疑問に向き合える①

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「けんQノート」①

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2016.03

vision Vol.
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031

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OECDと日本がビジョンを描く「次世代教育」③

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2030年に適した教育について考えたことはありますか？③

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2016.02

vision Vol.
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030

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OECDと日本がビジョンを描く「次世代教育」②

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2030年に適した教育について考えたことはありますか？②

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2016.02

vision Vol.
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029

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OECDと日本がビジョンを描く「次世代教育」①

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2030年に適した教育について考えたことはありますか？①

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2016.02

vision Vol.
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028

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子どもと野外活動④

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成功の秘訣「グリット」をキャンプ野外活動で伸ばそう！④

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2016.01

vision Vol.
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027

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子どもと野外活動③

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成功の秘訣「グリット」をキャンプ野外活動で伸ばそう！③

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2016.01

vision Vol.
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026

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子どもと野外活動②

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成功の秘訣「グリット」をキャンプ野外活動で伸ばそう！②

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2016.01

vision Vol.
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025

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子どもと野外活動①

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成功の秘訣「グリット」をキャンプ野外活動で伸ばそう！①

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2016.01

2015 : Back issue

vision Vol.
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024

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楽しい保護者会②

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魅力的な保護者会を創る（後編）

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2015.12

vision Vol.
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023

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楽しい保護者会①

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魅力的な保護者会を創る（前編）

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2015.12

vision Vol.
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022

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読書を通して心を育てる②

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感性を育むきっかけとなる作品（上級生向け）

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2015.11

vision Vol.
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021

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読書を通して心を育てる①

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感性を育むきっかけになる作品

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2015.11

vision Vol.
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020

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潜入！理科教員高度支援センター①

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理科が苦手な先生のために

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2015.10

vision Vol.
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019

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局面学習を活用した体育学習①

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運動の本質的な動きに触れることで学び続ける体育学

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2015.09

vision Vol.
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018

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ダンス教育の今とこれから①

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授業でダンスを教えることは嫌ですか？

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2015.08

vision Vol.
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016

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青少年における体験活動の意義と可能性①

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青少年体験活動奨励制度①

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2015.07

vision Vol.
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017

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今求められている教育と学校図書館の役割②

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アクティブ・ラーニングと学校図書館

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2015.06

vision Vol.
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015

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今求められている教育と学校図書館の役割①

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アクティブ・ラーニング

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2015.06

vision Vol.
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014

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これからの技術教育①

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企画力や創造力を育てる新しいTech未来技術科教材

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2015.05

vision Vol.
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013

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教室掲示で大切にしたいこと②

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日々の出来事を記録した掲示板「タイトル」

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2015.04

vision Vol.
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012

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教室掲示で大切にしたいこと①

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新学期から知っているとよい教室掲示のポイント

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2015.04

vision Vol.
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011

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学校行事と生きる力③

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学校行事が「生きる力」をどう高めるか？③

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2015.03

vision Vol.
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010

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学校行事と生きる力②

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学校行事が「生きる力」をどう高めるか？②

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2015.03

vision Vol.
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009

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学校行事と生きる力①

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学校行事が「生きる力」をどう高めるか？①

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2015.03

vision Vol.
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008

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グローバル化と母国語①

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グローバル社会で必要とされる言語力とは①

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2015.02

vision Vol.
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007

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教育×ICT＝で起こること①

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「新しい時代に必要となる資質・能力の育成」が求められるようになった理由

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2015.01

2014 : Back issue

vision Vol.
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006

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学校における外部連携の可能性③

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ワールド・カフェ～
実践から見えたパターン～

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2014.12

vision Vol.
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005

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学校における外部連携の可能性②

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ワールド・カフェ
～皆で授業を作る手法～

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2014.12

vision Vol.
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004

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学校における外部連携の可能性①

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研究実践校レポート

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2014.12

vision Vol.
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003

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教育困難校の今③

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放課後の可能性

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2014.11.

vision Vol.
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002

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教育困難校の今②

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現場と連携するためのABCD

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2014.11

vision Vol.
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001

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教育困難校の今①

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世界はわからないことだらけ｢なんでだろう？｣がはじまりだ

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2014.11