{"created":"2023-05-15T08:55:30.460592+00:00","id":244,"links":{},"metadata":{"_buckets":{"deposit":"9ad42067-f98c-4c20-911c-ed18cd73c1a9"},"_deposit":{"created_by":4,"id":"244","owners":[4],"pid":{"revision_id":0,"type":"depid","value":"244"},"status":"published"},"_oai":{"id":"oai:niit.repo.nii.ac.jp:00000244","sets":["6:7:27"]},"author_link":["976","975"],"item_2_biblio_info_6":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2016-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"214","bibliographicPageStart":"197","bibliographicVolumeNumber":"20","bibliographic_titles":[{"bibliographic_title":"新潟工科大学研究紀要"}]}]},"item_2_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"Metacognition plays important roles in the students’ academic achievement. This article\\ndiscusses some instruction methods and their effects on learning processes in terms of\\nmetacognition based on recent reports concerning teaching-learning processes in a\\nJapanese classroom. In order to promote learners’ metacognitive process, the intervention in their strategy uses, particularly in their perceptions of the usefulness of the strategy, is often effective. Furthermore, researches indicates that the effects of metacognitive instructions vary with individual. Cooperative learning which emphasizes social interaction between students and their active behavior is also one of the effective learning methods from the point of view of metacognition. However, it becomes clear that teacher’s adequate guidance and intervention are crucial to optimize the students’ achievement throughthe cooperative process.","subitem_description_type":"Abstract"}]},"item_2_publisher_32":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"新潟工科大学"}]},"item_2_source_id_7":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1342-792X","subitem_source_identifier_type":"ISSN"}]},"item_2_source_id_9":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AN10590360","subitem_source_identifier_type":"NCID"}]},"item_2_version_type_15":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"橋本, 圭子"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2020-02-25"}],"displaytype":"detail","filename":"kiyo_20_197-214.pdf","filesize":[{"value":"2.7 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"kiyo_20_197-214.pdf","url":"https://niit.repo.nii.ac.jp/record/244/files/kiyo_20_197-214.pdf"},"version_id":"70886098-3a3a-439b-aad1-9f671785c8db"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"metacognition"},{"subitem_subject":"teaching-learning process"},{"subitem_subject":"metacognitive strategy"},{"subitem_subject":"cooperative learning"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"教授学習過程とメタ認知","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"教授学習過程とメタ認知","subitem_title_language":"ja"},{"subitem_title":"Teaching-Learning Process and Metacognition","subitem_title_language":"en"}]},"item_type_id":"2","owner":"4","path":["27"],"pubdate":{"attribute_name":"公開日","attribute_value":"2016-05-25"},"publish_date":"2016-05-25","publish_status":"0","recid":"244","relation_version_is_last":true,"title":["教授学習過程とメタ認知"],"weko_creator_id":"4","weko_shared_id":-1},"updated":"2023-06-20T06:04:00.208173+00:00"}