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ID 49562
本文ファイル
著者
Chikurinji, Takeshi 大学院教育学研究科 広大研究者総覧
Gondo, Atsuko 大学院教育学研究科 広大研究者総覧
Terauchi, Daisuke 大学院教育学研究科 広大研究者総覧
Nagayama, Hiroshi
Fukuda, Rintaro
Yoshizaki, Yuki
抄録(英)
In this study, the authors aimed to develop lessons in which diversity and collaboration were ensured through children's cooperative involvement in a special class for students with intellectual disabilities. To bring out unique modes of expression for each student, the authors framed two practices and analyzed, as a lesson study, children's activities and the teacher's support in an unformulated communicative learning process. The authors found three key results. First, children's expressions deepen through a combination of both imitation and exploration, and collaboration emerged through this deepening process. Second, the pursuit of a teaching practice oriented toward diversity and collaboration contributes to the growth and development of both children and teachers, through discussing the learning environment, the teacher's actions, and the processes through which children explore their expressions. Third, children's motives for expression can be encouraged through intellectual curiosity and interest in musical instruments, the creation of an atmosphere where children can feel comfortable and the creation of positive relationships and a sense of partnership among the children and teacher. Their need for competence, then, can be stimulated by activities such as imitating each other's expression.
掲載誌名
学部・附属学校共同研究紀要
46号
開始ページ
29
終了ページ
39
出版年月日
2019-03-31
出版者
広島大学学部・附属学校共同研究機構
ISSN
2435-9041
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2019 広島大学学部・付属学校共同研究機構
部局名
附属学校部
教育学研究科
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