WEKO3
アイテム
プレゼンテーションに着目した国語科の授業展開に関する実証的研究
http://hdl.handle.net/10105/1484
http://hdl.handle.net/10105/1484f3c1abe7-859b-4ba6-9d7e-1978a69d6bdd
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE47_1_13-22.pdf (1.6 MB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2010-06-08 | |||||||||
| タイトル | ||||||||||
| タイトル | プレゼンテーションに着目した国語科の授業展開に関する実証的研究 | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題 | プレゼンテーション, 話し言葉, 生きる力, Presentation, Spoken language | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
松川, 利広
× 松川, 利広
× 松本, 哲
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| 著者(ヨミ) | ||||||||||
| 姓名 | マツカワ, トシヒロ | |||||||||
| 著者(ヨミ) | ||||||||||
| 姓名 | マツモト, サトシ | |||||||||
| 著者別名 | ||||||||||
| 姓名 | MATSUKAWA, Toshihiro | |||||||||
| 著者別名 | ||||||||||
| 姓名 | MATSUMOTO, Satoshi | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This paper is the second research report following the one in the Bulletin of Nara University of Education, Vol.46, No. 1. The research findings in the previous paper are as follows. 1. Students seem to work out the given problem voluntarily by responding to the questions of the teacher. However, these problems are prepared by the teacher in advance, not the ones constructed by students themselves. 2. Students tend to stick to the fragment of the passage for the purpose of inferencing the behaviors and feelings of the characters in the narrative. Therefore, they are rather weak at interpreting using top-down techniques. This is due to the fact that the teaching plan requires intensive reading. This teaching plan should be reviewed as well as the overall teaching plan of the whole unit. In this paper, the authors tried to take up the above mentioned issues by introducing the technique, 'presentation in students' classroom activities. Students were always required to be aware of the preparatory activities for the presentation as an outcome of the learning activities. We could confirm the following research findings. 1. Each student was able to articulate his or her understanding about narratives reading tasks and continually throughout the lesson. 2. Introducing the technique, 'presentation' helps students comprehend the characters in the narrative in time order, and consequently, they could relate the parts to the whole passages of the narrative. 3. Introducing the technique, 'presentation' encouraged and facilitated students' active discussion in the class and the discussion resulted in the sense of achievement and contribution which students could enjoy respectively through participating in talking to each other. | |||||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 47, 号 1, p. 13-22, 発行日 1998-11-10 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 05472393 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00181081 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | Empirical Research into the Lesson Development in the Japanese Language Focusing on the Way of Presentation | |||||||||
| 出版者 | ||||||||||
| 出版者 | 奈良教育大学 | |||||||||
