ピザOECD 生徒の学習到達度調査(PISA)
Programme for International Student Assessment

PISA2009 年調査
国際結果の分析・資料集
下巻－データ編

平成 22(2010) 年 12 月

国立教育政策研究所

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問2

学校種 ········································································································································································· 2

問4

学校の所在地 ·························································································································································· 4

問5

子どもの学校を選ぶ際の選択肢の有無······································································································ 6

問 9(1)

資格をもつ理科の教師の不足 ························································································································· 8

問 9(2)

資格をもつ数学の教師の不足 ·······················································································································10

問 9(3)

資格をもつ国語の教師の不足 ·······················································································································12

問 9(4)

資格をもつその他の教科の教師の不足···································································································· 14

問 9(5)

図書館職員（司書等）の不足 ··························································································································16

問 9(6)

その他の教育支援職員（教師以外の専門職、補助員等）の不足 ·················································· 18

問 9(7)

理科実験室の機器・教材の不足 ··················································································································· 20

問 9(8)

教材(教科書など)の不足 ·································································································································· 22

問 9(9)

教育用コンピュータの不足 ······························································································································· 24

問 9(10) インターネットに接続しているコンピュータの不足 ················································································· 26
問 9(11) 教育用コンピュータソフトウェアの不足 ·······································································································28
問 9(12) 図書室における教材の不足 ···························································································································· 30
問 9(13) 教育用マルチメディア機器・教材の不足···································································································· 32
問 10(1) 習熟度別、能力別のクラス編成 ····················································································································34
問 10(2) 習熟度別、能力別のクラス内でのグループ分け ··················································································· 36
問 11(1) 学校の活動「吹奏楽、合唱」 ···························································································································· 38
問 11(2) 学校の活動「演劇またはミュージカル」 ······································································································40
問 11(3) 学校の活動「卒業アルバム、学校新聞、または雑誌の編集」·························································· 42
問 11(4) 学校の活動「ボランティアやサービス活動（地域活動など）」 ···························································· 44
問 11(5) 学校の活動「読書クラブ」··································································································································46
問 11(6) 学校の活動「弁論部やディベート活動」 ····································································································· 48
問 11(7) 学校の活動「外国語、数学、理科などのクラブ活動またはコンクール」······································· 50
問 11(8) 学校の活動「自由研究等を行うクラブ」 ······································································································52
問 11(9) 学校の活動「美術部または美術活動」 ·······································································································54
問 11(10) 学校の活動「運動部またはスポーツ活動」 ······························································································· 56
問 11(11) 学校の活動「講演会またはセミナー（作家やジャーナリストなどのゲストを迎える
セミナーなど）」······················································································································································· 58- v -問 11(12) 学校の活動「地域の図書館と共同で行う活動」······················································································ 60
問 11(13) 学校の活動「地域の新聞社と共同で行う活動」······················································································ 62
問 11(14) 学校の活動「伝統芸能に関する活動（和太鼓、日本舞踊など）」 ···················································· 64
問 12(1) 成績評価の方法「標準化されたテスト」 ······································································································ 66
問 12(2) 成績評価の方法「教師が作成したテスト」 ································································································· 68
問 12(3) 成績評価の方法「教師の観察による評定」 ······························································································ 70
問 12(4) 成績評価の方法「生徒のレポートや作品などの学習成果」 ······························································ 72
問 12(5) 成績評価の方法「生徒の課題、自由研究、宿題への取り組み方」 ··············································· 74
問 13(1) 成績評価の目的「両親（保護者）に子どもの学習の進歩状況を伝えるため」 ···························76
問 13(2) 成績評価の目的「生徒の落第・進級を決定するため」 ········································································ 78
問 13(3) 成績評価の目的「生徒をグループ分けして指導するため」 ······························································· 80
問 13(4) 成績評価の目的「自校の成績を地域や全国の学校の成績と比較するため」 ·························· 82
問 13(5) 成績評価の目的「自校の成績の経年の推移を観察するため」 ······················································· 84
問 13(6) 成績評価の目的「教師の指導の効果を判断するため」 ······································································ 86
問 13(7) 成績評価の目的「指導方法やカリキュラムを改善すべきかどうかを判断するため」 ·············88
問 13(8) 成績評価の目的「自校を他校と比較するため」 ······················································································ 90
問 14(1) 学習の支障「生徒に対する教師の期待が低いこと」 ············································································ 92
問 14(2) 学習の支障「生徒の欠席」 ·······························································································································94
問 14(3) 学習の支障「生徒と教師の人間関係が乏しいこと」 ············································································· 96
問 14(4) 学習の支障「生徒による授業妨害」 ············································································································· 98
問 14(5) 学習の支障「教師が個々の生徒のニーズに応えていないこと」 ·················································· 100
問 14(6) 学習の支障「教師の欠勤」 ···························································································································· 102
問 14(7) 学習の支障「生徒が授業をさぼること」 ··································································································· 104
問 14(8) 学習の支障「生徒による教師への敬意が欠けていること」 ···························································· 106
問 14(9) 学習の支障「改革に対する教職員の抵抗」··························································································· 108
問 14(10) 学習の支障「生徒がアルコールや違法な薬物を使用すること」 ··················································· 110
問 14(11) 学習の支障「教師が生徒に対して厳格すぎること」 ··········································································· 112
問 14(12) 学習の支障「生徒が他の生徒を脅したりいじめたりすること」······················································· 114
問 14(13) 学習の支障「生徒の潜在能力を十分引き出すような指導がなされていないこと」 ··············· 116
問 15

生徒の学力水準に関する学校への保護者からの期待 ··································································· 118

問 16(1) 入学時の考慮事項「居住地」 ······················································································································· 120
問 16(2) 入学時の考慮事項「中学校での学業成績（高校の入学試験を含む）」 ···································· 122
問 16(3) 入学時の考慮事項「中学校の推薦状」 ··································································································· 124
問 16(4) 入学時の考慮事項「保護者が学校の教育・宗教理念に賛同していること」···························· 126
問 16(5) 入学時の考慮事項「特定の課程・学科への志望、興味の有無」 ················································· 128
問 16(6) 入学時の考慮事項「家族に卒業生や在校生がいること」 ······························································· 130
問 16(7) 入学時の考慮事項「その他」························································································································ 132
問 17(1) 転校の理由「学業成績が良くないため」·································································································· 134- vi -

問 17(2) 転校の理由「学業成績が良いため」 ········································································································· 136
問 17(3) 転校の理由「素行上の問題があるため」 ································································································ 138
問 17(4) 転校の理由「特別な勉学上の必要があるため」 ················································································· 140
問 17(5) 転校の理由「両親・保護者の希望のため」 ···························································································· 142
問 17(6) 転校の理由「その他の理由のため」 ········································································································· 144
問 18(1) 成績表における相対評価······························································································································ 146
問 18(2) 成績表における絶対評価······························································································································ 148
問 18(3) 成績表における他の生徒との比較 ··········································································································· 150
問 19(1) 生徒達の成績は公開されている（例 ： メディアを通じて） ····························································· 152
問 19(2) 校長の業績を評価する際に生徒達の成績が参考にされる ··························································· 154
問 19(3) 個別の教師の業績を評価する際に生徒達の成績が参考にされる ············································ 156
問 19(4) 学校への教育施設の予算配分を決定する際に生徒達の成績が参考にされる ··················· 158
問 19(5) 生徒達の成績は、教育行政機関に長期的に追跡されている······················································· 160
問 20(1) 国語教師の指導評価「生徒の学力テストまたは学力評価」 ·························································· 162
問 20(2) 国語教師の指導評価「（授業計画、評価方法、教え方に関する）同僚教師の評価」 ·········· 164
問 20(3) 国語教師の指導評価「学校長または教頭／副校長による授業視察」 ····································· 166
問 20(4) 国語教師の指導評価「指導主事、その他の第三者による視察」 ················································ 168
問 21(1) 責任者「教師の採用」 ······································································································································ 170
問 21(2) 責任者「教師の解雇」 ······································································································································ 170
問 21(3) 責任者「教師の初任給の決定」 ·················································································································· 171
問 21(4) 責任者「教師の昇給の決定」 ······················································································································· 171
問 21(5) 責任者「学校予算の編成」 ···························································································································· 172
問 21(6) 責任者「学校内の予算配分の決定」 ········································································································ 172
問 21(7) 責任者「生徒指導規則の設定」 ·················································································································· 173
問 21(8) 責任者「生徒の評価方針の決定」 ············································································································· 173
問 21(9) 責任者「生徒の入学許可」 ···························································································································· 174
問 21(10) 責任者「教科書の選定」 ································································································································· 174
問 21(11) 責任者「履修内容の決定」 ···························································································································· 175
問 21(12) 責任者「履修コースの選定」 ························································································································· 175
問 22(1) 国および都道府県の教育行政機関の影響力······················································································ 176
問 22(2) 学校の理事会、評議会等の影響力 ·········································································································· 176
問 22(3) 保護者団体（保護者会、PTA など）の影響力 ······················································································· 177
問 22(4) 教職員（職員会など）の影響力 ··················································································································· 177
問 22(5) 生徒組織（生徒会、青少年団体）の影響力 ··························································································· 178
問 22(6) 外部の審査機関の影響力 ···························································································································· 178
問 23(1) 学校の管理運営「教師の専門性を高めるための活動が、学校の教育目標に合致しているかどうかを確認すること」 ····························································· 180
問 23(2) 学校の管理運営「教師が学校の教育目標に沿った活動をしているかどうかを確認すること」 ····················································································································································· 182- vii -

問 23(3) 学校の管理運営「各教師の授業を参観すること」 ·············································································· 184
問 23(4) 学校の管理運営「生徒の成績をもとに、学校の教育目標を立てること」 ·································· 186
問 23(5) 学校の管理運営「教師の指導力が向上するように、アドバイスすること」 ······························· 188
問 23(6) 学校の管理運営「生徒の学習状況をモニター（観察）すること」 ··················································· 190
問 23(7) 学校の管理運営「教師が授業で問題を抱えている場合、率先してそのことについて話し合うこと」························································································································································· 192
問 23(8) 学校の管理運営「教師たちに、知識・技能を向上させる機会があることを伝えること」······ 194
問 23(9) 学校の管理運営「学校の教育目標に沿った授業が行われているかどうかをチェックすること」················································································································································ 196
問 23(10) 学校の管理運営「生徒の試験結果を学習内容の改善にいかすこと」······································· 198
問 23(11) 学校の管理運営「学習内容を調整する責任者を明確にすること」 ············································· 200
問 23(12) 学校の管理運営「教師が学級の問題を相談にきた時、共に問題解決に当たること」 ········ 202
問 23(13) 学校の管理運営「学級内の問題行動に注意を払うこと」 ································································ 204
問 23(14) 学校の管理運営「急に休暇を取った教師の代わりに授業を行うこと」 ······································ 206
問 24

学校長の性別 ····················································································································································· 208

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問2

性別 ········································································································································································· 212

問3

幼稚園・保育園への通園······························································································································· 214

問 4(1)

一緒に住んでいる人「母親（義理の母親または養母を含む）」 ····················································· 216

問 4(2)

一緒に住んでいる人「父親（義理の父親または養父を含む）」 ····················································· 218

問 4(3)

一緒に住んでいる人「兄弟（義理の兄弟を含む）」 ············································································· 220

問 4(4)

一緒に住んでいる人「姉妹（義理の姉妹を含む）」 ············································································· 222

問 4(5)

一緒に住んでいる人「祖父、祖母」 ············································································································ 224

問 4(6)

一緒に住んでいる人「その他の親族（いとこ等）」 ··············································································· 226

問7

母親の学歴 ·························································································································································· 228

問8

母親の仕事 ·························································································································································· 230

問 11

父親の学歴 ·························································································································································· 232

問 12

父親の仕事 ·························································································································································· 234

問 16(1) 家庭での所有物「勉強机」····························································································································· 236
問 16(2) 家庭での所有物「自分の部屋」 ··················································································································· 238
問 16(3) 家庭での所有物「静かに勉強できる場所」 ···························································································· 240
問 16(4) 家庭での所有物「勉強に使えるコンピュータ」 ······················································································ 242
問 16(5) 家庭での所有物「教育用コンピュータソフト」 ························································································ 244
問 16(6) 家庭での所有物「インターネット接続回線」 ··························································································· 246
問 16(7) 家庭での所有物「文学作品（例 ： 夏目漱石、芥川龍之介）」 ······················································ 248
問 16(8) 家庭での所有物「詩集」·································································································································· 250
問 16(9) 家庭での所有物「美術品（例 ： 絵画）」 ································································································· 252
問 16(10) 家庭での所有物「学校の勉強に役立つ参考書」················································································· 254- viii -問 16(11) 家庭での所有物「専門書」····························································································································· 256
問 16(12) 家庭での所有物「辞書」·································································································································· 258
問 16(13) 家庭での所有物「食器洗い機」 ··················································································································· 260
問 16(14) 家庭での所有物「DVD プレイヤー」 ·········································································································· 262
問 16(15) 家庭での所有物「デジタルカメラ」 ·············································································································· 264
問 16(16) 家庭での所有物「プラズマ/液晶テレビ」································································································· 266
問 16(17) 家庭での所有物「衣類乾燥機」 ··················································································································· 268
問 17(1) 家庭での所有物の数「携帯電話・PHS」 ·································································································· 270
問 17(2) 家庭での所有物の数「テレビ」····················································································································· 272
問 17(3) 家庭での所有物の数「コンピュータ」 ········································································································ 274
問 17(4) 家庭での所有物の数「自動車」 ··················································································································· 276
問 17(5) 家庭での所有物の数「浴室やシャワー室」 ···························································································· 278
問 18

家庭での蔵書数 ················································································································································ 280

問 19

学校以外での読書活動·································································································································· 282

問 20(1) 読書について「どうしても読まなければならない時しか、本は読まない」·································· 284
問 20(2) 読書について「読書は、大好きな趣味の一つだ」 ··············································································· 286
問 20(3) 読書について「本の内容について人と話すのが好きだ」 ································································· 288
問 20(4) 読書について「本を最後まで読み終えるのは困難だ」 ····································································· 290
問 20(5) 読書について「本をプレゼントされると、うれしい」 ·············································································· 292
問 20(6) 読書について「読書は時間のムダだ」······································································································ 294
問 20(7) 読書について「本屋や図書館に行くのは楽しい」················································································ 296
問 20(8) 読書について「読書をするのは、必要な情報を得るためだけだ」 ················································ 298
問 20(9) 読書について「じっと座って本を読むなど、数分しかできない」····················································· 300
問 20(10) 読書について「読んだ本について自分の意見を言うのが好きだ」 ·············································· 302
問 20(11) 読書について「友達と本を貸し借りするのが好きだ」 ········································································ 304
問 21(1) 自分から進んで読むこと「雑誌」 ················································································································· 306
問 21(2) 自分から進んで読むこと「コミック（マンガ）」 ·························································································· 308
問 21(3) 自分から進んで読むこと「フィクション（小説、物語など）」 ······························································· 310
問 21(4) 自分から進んで読むこと「ノンフィクション（伝記、ルポルタージュなど）」·································· 312
問 21(5) 自分から進んで読むこと「新聞」 ················································································································· 314
問 22(1) コンピュータや携帯「E メールを読む」 ······································································································ 316

問 22(2) コンピュータや携帯「ネット上でチャットをする（例 ： MSN メッセンジャー®）」························· 318

問 22(3) コンピュータや携帯「ネット上でニュースを読む」 ················································································· 320

問 22(4) コンピュータや携帯「ネット上で辞書または事典（例 ： ウィキペディア®）を使用する」 ······· 322
問 22(5) コンピュータや携帯「ある特定のテーマを調べるためにネットで検索をする」························· 324
問 22(6) コンピュータや携帯「ネット上で討論会またはフォーラムに参加する」 ······································· 326
問 22(7) コンピュータや携帯「生活情報をネットで検索する（例 ： スケジュール、イベント、ヒント、料理のレシピ）」 ·································································· 328- ix -

問 23(1) 勉強方法「勉強するときには、教科書に書かれていることすべてを暗記するようにする」 ········································································································································ 330
問 23(2) 勉強方法「勉強するときには、勉強すべきことを正確に理解してから始める」 ······················ 332
問 23(3) 勉強方法「詳しいことまで、できるだけ暗記しようとする」 ································································ 334
問 23(4) 勉強方法「新しい情報をほかの教科で得た知識と関連付けようとする」·································· 336
問 23(5) 勉強方法「暗唱できるようになるまで教科書を読む」 ········································································ 338
問 23(6) 勉強方法「読み終えたところまで理解できているかどうかを確認する」 ···································· 340
問 23(7) 勉強方法「教科書を何度も読む」 ··············································································································· 342
問 23(8) 勉強方法「その情報が学校以外の場所でどのように役に立つかを考える」 ·························· 344
問 23(9) 勉強方法「まだ理解できていない考え方がどこであるかを確認するようにしている」 ········· 346
問 23(10) 勉強方法「自分自身の経験と関連付けることによって、教材をよく理解するようにしている」 ·········································································································· 348
問 23(11) 勉強方法「教科書に書かれている重要な事がらは必ず覚えるようにする」 ···························· 350
問 23(12) 勉強方法「教科書の内容と実生活で起こることを、いかに適合させるかを考える」 ············ 352
問 23(13) 勉強方法「何かわからないことがあったら、もっと情報を集めて明らかにしようとする」 ········· 354
問 27(1) 通常の時間割以外の国語の発展授業 ··································································································· 356
問 27(2) 通常の時間割以外の数学の発展授業 ··································································································· 358
問 27(3) 通常の時間割以外の理科の発展授業 ··································································································· 360
問 27(4) 通常の時間割以外のその他の教科の発展授業 ················································································ 362
問 27(5) 通常の時間割以外の国語の補習授業 ··································································································· 364
問 27(6) 通常の時間割以外の数学の補習授業 ··································································································· 366
問 27(7) 通常の時間割以外の理科の補習授業 ··································································································· 368
問 27(8) 通常の時間割以外のその他の教科の補習授業 ················································································ 370
問 27(9) 通常の時間割以外の学力を向上させるための勉強········································································· 372
問 28(1) 授業時間外の勉強「国語」 ···························································································································· 374
問 28(2) 授業時間外の勉強「数学」 ···························································································································· 376
問 28(3) 授業時間外の勉強「理科」 ···························································································································· 378
問 28(4) 授業時間外の勉強「その他の教科」········································································································· 380
問 29(1) 学校で学んだこと「学校を出た後の社会人としての生き方については、あまり教えてくれなかった」···························································································································· 382
問 29(2) 学校で学んだこと「学校なんて時間の無駄だった」 ············································································ 384
問 29(3) 学校で学んだこと「学校は、決断する自信をつけてくれた」···························································· 386
問 29(4) 学校で学んだこと「学校は、仕事に役立つことを教えてくれた」···················································· 388
問 30(1) 学校の先生「私はたいていの先生とうまくやっている」 ····································································· 390
問 30(2) 学校の先生「多くの先生は、私が満足しているかについて関心がある」·································· 392
問 30(3) 学校の先生「たいていの先生は、こちらが言うべきことをちゃんと聞いている」····················· 394
問 30(4) 学校の先生「助けが必要なときは、先生が助けてくれる」······························································· 396
問 30(5) 学校の先生「たいていの先生は、私を公平に扱ってくれる」 ·························································· 398
問 32(1) 国語の授業の支障「生徒は、先生の言うことを聞いていない」····················································· 400- x -問 32(2) 国語の授業の支障「授業中は騒がしくて、荒れている」 ·································································· 402
問 32(3) 国語の授業の支障「先生は、生徒が静まるまで長い時間待たなければならない」 ············· 404
問 32(4) 国語の授業の支障「生徒は、勉強があまりよくできない」 ······························································· 406
問 32(5) 国語の授業の支障「生徒は、授業が始まってもなかなか勉強にとりかからない」 ··············· 408
問 33(1) 国語の授業「先生は生徒に文章の意味を説明させる」 ··································································· 410
問 33(2) 国語の授業「先生は文章の理解を深めさせる質問をする」 ··························································· 412
問 33(3) 国語の授業「先生は生徒に、答えを考えるための十分な時間を与える」 ································ 414
問 33(4) 国語の授業「先生は本または作者をすすめてくれる」 ······································································ 416
問 33(5) 国語の授業「先生は文章についての意見を言うよう生徒にすすめる」 ····································· 418
問 33(6) 国語の授業「先生は物語と実生活とを関連づける手助けをしてくれる」··································· 420
問 33(7) 国語の授業「先生は教科書の内容を、すでに持っている知識とどうやって関連づけるかを教えてくれる」 ································································································ 422
問 34(1) 国語の授業方法「先生が生徒に、どのようにしてほしいか前もって伝える」 ··························· 424
問 34(2) 国語の授業方法「生徒が国語の課題を行っている間、集中しているかどうか先生がチェックする」 ········································································································································ 426
問 34(3) 国語の授業方法「生徒が国語の課題を終えた後に、先生が生徒の課題について議論する」 ····························································································································································· 428
問 34(4) 国語の授業方法「先生が生徒に、国語の課題を評価する方法を前もって伝える」 ············· 430
問 34(5) 国語の授業方法「国語の課題のやり方をそれぞれの生徒が理解しているかどうかを、
国語の先生が確認する」 ······························································································································· 432
問 34(6) 国語の授業方法「先生が生徒の課題を採点する」 ············································································ 434
問 34(7) 国語の授業方法「先生が生徒に、国語の課題についての質問をする機会を与える」 ······· 436
問 34(8) 国語の授業方法「先生は、生徒が積極的に参加するような質問をする」 ································ 438
問 34(9) 国語の授業方法「先生が生徒に、国語の課題の評価をすぐに伝える」 ··································· 440
問 35(1) 図書館の利用頻度「楽しむために本を借りる」 ···················································································· 442
問 35(2) 図書館の利用頻度「学校の学習のために本を借りる」 ···································································· 444
問 35(3) 図書館の利用頻度「宿題や課題をしたり、研究報告を書く」 ·························································· 446
問 35(4) 図書館の利用頻度「雑誌や新聞を読む」 ······························································································· 448
問 35(5) 図書館の利用頻度「楽しむために本を読む」 ······················································································· 450
問 35(6) 図書館の利用頻度「スポーツ、趣味、伝記、音楽など、授業とは関係ない事がらについて学習する」 ······················································································· 452
問 35(7) 図書館の利用頻度「インターネットを使う」 ····························································································· 454
問 36

図書館（図書室）の有無 ································································································································· 456

問 37(1) 読解の方法「理解しやすい部分を集中して読む」··············································································· 458
問 37(2) 読解の方法「文章を急いで 2 回通読する」 ···························································································· 460
問 37(3) 読解の方法「文章を読んだあと、ほかの人とその内容について話し合う」 ······························ 462
問 37(4) 読解の方法「文章の重要な部分に下線を引く」 ··················································································· 464
問 37(5) 読解の方法「文章を自分の言葉で要約する」······················································································· 466
問 37(6) 読解の方法「文章を声を出して読み、ほかの人に聞かせる」 ······················································· 468- xi -

問 38(1) 文章要約の方法「要約を書いてから、すべての段落の内容が要約に含まれているか、段落ごとに確認する」 ······································································································································ 470
問 38(2) 文章要約の方法「できるだけ多くの文を正確に書き写す」 ····························································· 472
問 38(3) 文章要約の方法「要約を書く前に、できるだけ何回もその文章を読む」 ·································· 474
問 38(4) 文章要約の方法「文章のもっとも重要な事実が要約に含まれているかどうか、
注意深く確認する」 ··········································································································································· 476
問 38(5) 文章要約の方法「文章を最後まで読み、重要な部分に下線を引く。そのあと、下線を引いた部分を自分の言葉で要約する」 ····················································································· 478

 問 1(1)

自宅で利用できる機器「デスクトップ・コンピュータ」 ·········································································· 482

問 1(2)

自宅で利用できる機器「ノートパソコン」 ·································································································· 484

問 1(3)

自宅で利用できる機器「インターネット接続」 ························································································ 486

問 1(4)

自宅で利用できる機器「ビデオゲーム（例 ： Sony のプレイステーション™）」 ························ 488

問 1(5)

自宅で利用できる機器「携帯電話」 ··········································································································· 490

問 1(6)

自宅で利用できる機器「iPod のような Mp3/Mp4 プレイヤー」······················································· 492

問 1(7)

自宅で利用できる機器「プリンター」·········································································································· 494

問 1(8)

自宅で利用できる機器「USB（メモリ）スティック」 ················································································· 496

問 2(1)

学校で利用できる機器「デスクトップ・コンピュータ」 ·········································································· 498

問 2(2)

学校で利用できる機器「ノートパソコン」 ·································································································· 500

問 2(3)

学校で利用できる機器「インターネット接続」 ························································································ 502

問 2(4)

学校で利用できる機器「プリンター」·········································································································· 504

問 2(5)

学校で利用できる機器「USB（メモリ）スティック」 ················································································· 506

問3コンピュータ使用の有無 ································································································································· 508

問 4(1)

自宅での ICT 利用①「1 人用ゲームで遊ぶ」 ······················································································· 510

問 4(2)

自宅での ICT 利用①「多人数オンラインゲームで遊ぶ」 ································································· 512

問 4(3)

自宅での ICT 利用①「コンピュータで宿題をする」 ············································································· 514

問 4(4)

自宅での ICT 利用①「E メールを使う」···································································································· 516

問 4(5)

自宅での ICT 利用①「ネット上でチャットをする（例 ： MSN メッセンジャー®）」 ···················· 518

問 4(6)

自宅での ICT 利用①「インターネットを見て楽しむ（例 ： Yahoo™や YouTube™などのサイトで動画を見るなど）」 ····················································· 520

問 4(7)

自宅での ICT 利用①「インターネットで音楽や映画、ゲーム、ソフトをダウンロードする」······························································································································ 522

問 4(8)

自宅での ICT 利用①「個人のホームページやブログを公開し管理する」 ······························· 524

問 4(9)

自宅での ICT 利用①「インターネット上のフォーラムやコミュニティに参加する（例 ： Google™や Yahoo™の掲示板、Second Life™や mixi™のコミュニティなど）」 ··············· 526

問 5(1)

自宅での ICT 利用②「学校の勉強のために、インターネット上のサイトを見る（例 ： 作文や発表の準備）」 ······················································································································· 528

問 5(2)

自宅での ICT 利用②「E メールを使って学校の勉強について、ほかの生徒と連絡をとる」 ····························································································································· 530- xii -

問 5(3)

自宅での ICT 利用②「E メールを使って先生と連絡をとり、宿題やその他の課題を提出する」 ············································································································· 532

問 5(4)

自宅での ICT 利用②「校内のウェブサイトを見たり、そこからファイルやプログラムを
ダウンロードやアップロードする（例 ： 時間割や授業で使う教材）」 ········································· 534

問 5(5)

自宅での ICT 利用②「校内のウェブサイトを見て、学校からのお知らせを確認する（例 ： 先生の欠席）」 ······································································································································ 536

問 6(1)

学校での ICT 利用「学校でインターネットのチャットをする」 ·························································· 538

問 6(2)

学校での ICT 利用「学校で E メールを使う」 ························································································· 540

問 6(3)

学校での ICT 利用「学校の勉強のためにインターネットを見る」 ················································· 542

問 6(4)

学校での ICT 利用「校内のウェブサイトを見たり、そこからファイルやプログラムを
ダウンロードやアップロードする（例 ： イントラネット）」 ··································································· 544

問 6(5)

学校での ICT 利用「学校のウェブサイトに課題を提出する」 ························································· 546

問 6(6)

学校での ICT 利用「シミュレーションゲームで遊ぶ」 ········································································· 548

問 6(7)

学校での ICT 利用「外国語や数学などのドリルや勉強をする」 ··················································· 550

問 6(8)

学校での ICT 利用「学校のコンピュータで自分の宿題をする」 ···················································· 552

問 6(9)

学校での ICT 利用「他の生徒と共同作業をするためにコンピュータを使う」 ·························· 554

問 7(1)

国語の授業でコンピュータを使う················································································································ 556

問 7(2)

数学の授業でコンピュータを使う················································································································ 558

問 7(3)

理科の授業でコンピュータを使う················································································································ 560

問 7(4)

外国語の授業でコンピュータを使う··········································································································· 562

問 8(1)

デジカメで撮影した写真やその他の画像の編集をする ··································································· 564

問 8(2)

データベースをつくる（例 ： マイクロソフト・アクセス®等を使って） ············································· 566

問 8(3)

表計算ソフトを使ってグラフを作成する ··································································································· 568

問 8(4)

プレゼンテーション資料を作成する（例 ： マイクロソフト・パワーポイント®等を使って） ··························· 570

問 8(5)（音声や画像、動画などの）マルチメディアの作品を作る································································ 572

問9

授業で使う以外の学校のコンピュータの使用時間 ············································································ 574

問 10(1) コンピュータに対する考え方「自分にとって、コンピュータを使うことはとても重要だ」 ········ 576
問 10(2) コンピュータに対する考え方「コンピュータで遊んだり、作業をしたりすることはとても楽しい」 ······················································································································································ 578
問 10(3) コンピュータに対する考え方「とても興味があるからコンピュータを使う」 ································· 580
問 10(4) コンピュータに対する考え方「コンピュータを使っていると時間を忘れる」 ································ 582


問 1(1)

学習のための読書の頻度「作家や本に関する情報が書かれた文章」 ····································· 586

問 1(2)

学習のための読書の頻度「詩」··················································································································· 588

問 1(3)

学習のための読書の頻度「図や地図などがある文章」 ··································································· 590

問 1(4)

学習のための読書の頻度「フィクション（例 ： 小説、短編集）」 ··················································· 592

問 1(5)

学習のための読書の頻度「新聞や雑誌記事」 ····················································································· 594

問 1(6)

学習のための読書の頻度「何かの作り方や方法が書いてある説明書やマニュアル（例 ： 機械の動かし方）」 ····························································································································· 596- xiii -問 1(7)

学習のための読書の頻度「表やグラフがある文章」 ········································································· 598

問 1(8)

学習のための読書の頻度「広告（例 ： 雑誌広告、ポスター）」 ··················································· 600

問 2(1)

課題のための読書の頻度「グラフ、図、表から情報を見つけ出す」 ··········································· 602

問 2(2)

課題のための読書の頻度「文章中の出来事の原因を説明する」 ··············································· 604

問 2(3)

課題のための読書の頻度「文章中の登場人物の行動を説明する」 ·········································· 606

問 2(4)

課題のための読書の頻度「作家の生涯について学ぶ」 ·································································· 608

問 2(5)

課題のための読書の頻度「文章の目的を説明する」········································································ 610

問 2(6)

課題のための読書の頻度「文章を暗記する（例 ： 詩や劇のせりふの一部分）」 ················ 612

問 2(7)

課題のための読書の頻度「ある作品の文学史における位置づけについて学ぶ」 ··············· 614

問 2(8)

課題のための読書の頻度「表やグラフの情報がどのように構成されているかについて述べる」 ·································································································································································· 616

問 2(9)

課題のための読書の頻度「文章中の異なる部分の関係を説明する（例 ： 文章中の文字の部分と地図との関係）」 ·················································································· 618



付録１ PISA2009 年調査「学校質問紙」 ····················································································································· 622
付録２ PISA2009 年調査「生徒質問紙」 ····················································································································· 631- xiv -

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１．
読解力 ·············································································································································································· 3（１）2009 年リンク問題と新規問題の平均正答率の違い ························································································································ 3（２）

平均正答率の経年変化 ················································································································································································· 4（３）

読解力問題の分類別に見た経年変化 ···················································································································································· 5

（４）

２．

リンク問題ごとの経年変化（テキスト・タイプ別に分類） ················································································································· 15

数学的リテラシー ·························································································································································21（１）

平均正答率の経年変化 ··············································································································································································· 21（２）

数学的リテラシー問題の分類別に見た経年変化 ···························································································································· 22

（３）

３．

問題ごとの経年変化（数学的な内容・プロセス別に分類） ··········································································································· 26

科学的リテラシー ·························································································································································32（１）

平均正答率の経年変化 ··············································································································································································· 32（２）

科学的リテラシー問題の分類別に見た経年変化 ···························································································································· 33（３）

問題ごとの経年変化（適用領域・状況別に分類）····························································································································· 38＜参考Ⅰ－１＞：PISA2009 年読解力問題の分類と正答率（男女別、経年変化） ···················································46＜参考Ⅰ－２＞：PISA2009 年数学的リテラシー問題の分類と正答率（男女別、経年変化） ······························ 52＜参考Ⅰ－３＞：PISA2009 年科学的リテラシー問題の分類と正答率（男女別、経年変化） ······························ 54
１．
読解力 ··············································································································································································61（１）

読解力問題の平均無答率と平均正答率の関係 ······························································································································ 61（２）

読解力問題の平均無答率の経年変化 ················································································································································· 62（３）

読解力問題の分類別に見た経年変化 ·················································································································································· 63

（４）

２．

リンク問題ごとの経年変化（テキスト・タイプ別に分類） ················································································································· 73

数学的リテラシー ·························································································································································79（１）

数学的リテラシー問題の平均無答率と平均正答率の関係 ········································································································· 79（２）

数学的リテラシー問題の平均無答率の経年変化···························································································································· 80（３）

数学的リテラシー問題の分類別に見た経年変化 ···························································································································· 81（４）

問題ごとの経年変化（数学的な内容・プロセス別に分類） ··········································································································· 85

３．

科学的リテラシー ·························································································································································91（１）

科学的リテラシー問題の平均無答率と平均正答率の関係 ········································································································· 91（２）

科学的リテラシー問題の平均無答率の経年変化···························································································································· 93（３）

科学的リテラシー問題の分類別に見た経年変化 ···························································································································· 94（４）

問題ごとの経年変化（適用領域・状況別に分類）····························································································································· 99＜参考Ⅱ－１＞：PISA2009 年読解力問題の分類と無答率（正答率）の経年変化 ···············································106＜参考Ⅱ－２＞：PISA2009 年数学的リテラシー問題の分類と無答率（正答率）の経年変化 ·························· 110＜参考Ⅱ－３＞：PISA2009 年科学的リテラシー問題の分類と無答率（正答率）の経年変化 ·························· 112１．


分野別平均得点の経年変化 ································································································································119（１）

読解力 ··············································································································································································································· 119（２）

数学的リテラシー·························································································································································································· 123- xv -

（３）２．

科学的リテラシー·························································································································································································· 124

各国ごとの平均得点の経年変化 ························································································································125（１）日本 ···················································································································································································································· 125（２）

韓国 ···················································································································································································································· 125（３）フィンランド······································································································································································································· 126（４）

香港 ···················································································································································································································· 126（５）

ドイツ ·················································································································································································································· 127㸊䋮⠌ᾫᐲ䈱࿖㓙Ყセ㩷
１．
読解力の習熟度レベルの分布 ····························································································································131（１）

PISA2009 年調査における総合読解力 ·············································································································································· 131（２）「情報へのアクセス・取り出し」 ······························································································································································· 132（３）「統合・解釈」··································································································································································································· 133（４）「熟考・評価」··································································································································································································· 134（５）

習熟度レベルから見た日本の経年変化 ··········································································································································· 135

（６）

２．

習熟度レベルから見た日本の男女別経年変化 ···························································································································· 136

数学的リテラシーの習熟度レベルの分布 ·······································································································137（１）

PISA2009 年調査における数学的リテラシー ·································································································································· 137（２）

習熟度レベルから見た日本の経年変化 ··········································································································································· 138

（３）

３．

習熟度レベルから見た日本の男女別経年変化 ···························································································································· 139

科学的リテラシーの習熟度レベルの分布 ·······································································································140（１）

PISA2009 年調査における科学的リテラシー ·································································································································· 140（２）

習熟度レベルから見た日本の経年変化 ··········································································································································· 141（３）

習熟度レベルから見た日本の男女別経年変化 ···························································································································· 142㸋䋮ᢥ┨䉕⺒䉖䈪ℂ⸃䈜䉎ᣇᴺ䈫ቇ⠌ᣇ⇛㩷
１．
文章を読んで理解する方法 ··································································································································145（１）

理解と記憶 ······································································································································································································ 145（２）

要約 ···················································································································································································································· 148

２．

学習方略と読解力得点の関係·····························································································································151（１）

記憶方略 ·········································································································································································································· 151（２）

精緻化方略 ····································································································································································································· 153（３）制御方略 ·········································································································································································································· 153

３．

国語の授業における教師の役割 ························································································································156
（１）
（２）

４．

生徒の読みへの取り組みに対する教師の働きかけ···················································································································· 156
教師による教授方略 ··················································································································································································· 159

図書館の利用について ···········································································································································161- xvi -

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