{"created":"2025-02-23T05:24:11.219669+00:00","id":2011915,"links":{},"metadata":{"_buckets":{"deposit":"c736909e-3acf-4396-9ba2-782c688073b0"},"_deposit":{"created_by":41,"id":"2011915","owner":"41","owners":[41],"pid":{"revision_id":0,"type":"depid","value":"2011915"},"status":"published"},"_oai":{"id":"oai:hiroshima.repo.nii.ac.jp:02011915","sets":["1730444907710"]},"author_link":[],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_title":"目的意識を明確にした書写学習の試み : 行事を生かして、国語科学習に書写学習を位置づける","subitem_title_language":"ja"},{"subitem_title":"A Study on Students' Shosha in Consciousness of the Aim : Placing Transcription in Japanese Learning by Making the Most of Events","subitem_title_language":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"礒野, 美佳","creatorNameLang":"ja"},{"creatorName":"Isono, Mika","creatorNameLang":"en"}],"familyNames":[{"familyName":"礒野","familyNameLang":"ja"},{"familyName":"Isono","familyNameLang":"en"}],"givenNames":[{"givenName":"美佳","givenNameLang":"ja"},{"givenName":"Mika","givenNameLang":"en"}]},{"creatorNames":[{"creatorName":"岡本, 恵子","creatorNameLang":"ja"},{"creatorName":"Okamoto, Keiko","creatorNameLang":"en"}],"familyNames":[{"familyName":"岡本","familyNameLang":"ja"},{"familyName":"Okamoto","familyNameLang":"en"}],"givenNames":[{"givenName":"恵子","givenNameLang":"ja"},{"givenName":"Keiko","givenNameLang":"en"}]}]},"item_1617186476635":{"attribute_name":"Access Rights","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_1617186609386":{"attribute_name":"Subject","attribute_value_mlt":[{"subitem_subject":"370","subitem_subject_scheme":"NDC"}]},"item_1617186626617":{"attribute_name":"Description","attribute_value_mlt":[{"subitem_description":"書写が、国語科の[言語事項]において、文字を、正しく整えて、読みやすく、早く書くことを目指して行う分野であることは、言うまでもない。しかし、新学習指導要領の実施に伴い、国語科の配当時間が削減された。同時に、書写の配当時間も削減せざるをえなかった。限られた時間の中で、新学習指導要領が掲げる「生きる力」をいかに育成するかが、本校においても課題であると考えた。本稿は、中一学年での実践報告である。本校当該学年における書写は、三学期のみ週一時間実施されている。小学校で培われた書写力を伸ばすためにも、一学期より国語学習の中に書写を織り込むこととした。一年間を通じて、文字を書くことを意識させ、目的や必要に応じて、文字を正しく整えて速く書く能力を身に付けさせ、生活に役立てる態度を育てる。これらをめざして、意図的計画的に進めていこうと考えた。具体的な活動としては、「漢字ポスターのタイトル字を書く」「招待状を書く」「故事成語を書き、額に飾る」が挙げられる。いずれも、読んでもらう、観てもらうという相手意識を持たせての活動である。結果、生徒たちは意欲・関心を持って学習に取り組んでいた。その姿は、「書く」という書写の授業はもちろんのこと、その前段階の「国語」における調べ学習、まとめ学習においても見られた。本実践を通じて、相手意識を持たせられる教材選定や指導事項の精選をし、実践的な学習内容を設定することが大切であることを、改めて感じた。同時に、限られた時間数の中でも実りある書写学習・国語学習が可能であるとの手ごたえを得た。","subitem_description_language":"ja"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_publisher":"広島大学附属中･高等学校"},{"subitem_publisher":"国立情報学研究所"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_1617186819068":{"attribute_name":"Identifier 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