聴覚障害児童に対する比喩の系統的な指導に向けた検討 : 小学校国語科教科書における比喩の出現傾向に関する検討を通して

A Study of Systematic Instruction on the Figurative Expression to the Hearing-Impaired School Children Through the Examination of Types and Frequencies Appeared in the Japanese Language Official Textbooks from First to Sixth Grade

金澤 知衿

谷本 忠明

広島大学大学院人間社会科学研究科附属特別支援教育実践センター研究紀要

The Bulletin of the Center for Special Needs Education Research and Practice, Graduate School of Humanities and Social Sciences, Hiroshima University

[ISSN] 2435-9378

[NCID] AA12914687

聴覚障害児童生徒の日本語習得における困難な表現の１つに比喩表現がある。特に国語科教科書では様々な比喩表現が用いられており、その指導に向けた対応が必要である。本研究では、国語科教科書に出てくる多様な比喩表現を低学年段階から系統的に指導するための教材を作成することを視野に入れ、平成30（2018）年度版小学校国語科教科書（５社）１年から６年の「読み」単元を対象として、出現する比喩の種類と頻度について検討した。その結果、直喩が最も多く出現し、次いで慣用句、擬人法、隠喩となっていた。また、直喩では、知覚的比喩が概念的比喩の約２倍出現していた。この結果を元に、比喩の指導順序を設け、聴覚障害児童が低学年から学習できるための教材として、直喩、隠喩、擬人法の意味と用法について学習をするための低学年用、中学年用、高学年用のワークブック（試案）を作成し、特別支援学校（聴覚障害）教師からの改善意見を踏まえて、改訂版を作成した。

For many pupils with hearing-impairment have difficulties of understanding the meaning of figurations. Many types of figurative expressions reveal in the Japanese language official textbooks used in the elementary schools in Japan. Acquiring the reading skills for understanding those expressions in the textbooks, systematic instructions are needed for the hearing-impaired pupils. In this study, we summarized the frequencies of figurative expressions according to the four kinds of figurations (simile, metaphor, anthropomorphic method, and idiom) in the Japanese language official textbooks (2018version) from first to sixth grade of all five publishers. As results, most used figurative was simile, followed by idiom, anthropomorphic method, and metaphor. Also, figurative expressions were increased from lower to higher grade. Similes and metaphors included perceptual figurations and conceptual figurations, and both of them were used in the textbooks. According to those results, we created the learning materials for the lower (first and second), middle (third and fourth), and higher (fifth and sixth) grades, which were aimed to systematic learning of figurative expressions. The contents were arranged in the order of perceptual simile, idioms, conceptual similes, perceptual metaphors, conceptual metaphors, anthropomorphic method. Idioms were deleted because there were many types and were not able to include in the one book material. Three learning book materials were checked by three teachers in the special needs school for the Deaf, but the verification of the effectiveness is the future issue.

聴覚障害児童

比喩表現

国語科教科書

指導順序

比喩学習教材

Hearing-impaired school children

Figurative expressions

Japanese language textbooks

Order of instruction

Figuration learning material

日本語

広島大学大学院人間社会科学研究科附属特別支援教育実践センター

[ISSN] 2435-9378

[NCID] AA12914687