{"created":"2023-06-19T11:11:51.431139+00:00","id":2028,"links":{},"metadata":{"_buckets":{"deposit":"a66f1c00-3e08-4957-87e1-6f7b6e99d015"},"_deposit":{"created_by":5,"id":"2028","owners":[5],"pid":{"revision_id":0,"type":"depid","value":"2028"},"status":"published"},"_oai":{"id":"oai:fukuoka-edu.repo.nii.ac.jp:00002028","sets":["71:84:1715565699362"]},"author_link":["7737","3837","3646"],"item_16_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2016-03-23","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"6","bibliographicPageEnd":"54","bibliographicPageStart":"47","bibliographic_titles":[{"bibliographic_title":"福岡教育大学大学院教育学研究科教職実践専攻(教職大学院)年報"},{"bibliographic_title":"Bulletin of Fukuoka University of Education Graduate School of Education Division of Professional Practice in Education"}]}]},"item_16_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究は特別支援教育の理念に基づき,通常学級における教科教育支援のあり方を検証するものである。現在の特別支援教育政策がニーズ教育とインクルーシブ教育の課題をはらんでいることをふまえ,指導者に可能な個別学習の手立てと学習集団づくりを提案する。今回,言葉の教科としての国語科特性と学校心理学の視点による中学校国語科帯単元学習カリキュラムを第2学年70 名の学年集団を対象に実施した。まず,全授業時に連動する帯単元学習のために,「社会的対応」を育成する言語感覚に着目した言語活動学習材を開発し,心理教育的援助の学習活動を計画した。次に,特別支援教育の個別化と学習集団の協働の視点に基づく年間帯単元学習カリキュラムを編成した。さらに,学習活動のアセスメント(評価)を指導者と学習者が共有できる帯単元学習活動を継続して行った。これらにより,帯単元学習における言語活動学習材が生徒の個性化を育み,心理教育的援助活動への肯定的な学習参加効果をもたらした。また,生徒の国語科学習集団としての参加意欲・関心も維持された。今後,アセスメント機能をもった帯単元学習を中学校3年間の学習システムとしてよりよく組み込むという課題に取り組んでいきたい。","subitem_description_type":"Abstract"}]},"item_16_radio_19":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"subitem_radio_item":"紀要論文 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