{"created":"2025-02-27T13:03:17.896217+00:00","id":2017729,"links":{},"metadata":{"_buckets":{"deposit":"4e6885fb-bac9-4e04-99cf-d9ef146f0cfa"},"_deposit":{"created_by":41,"id":"2017729","owner":"41","owners":[41],"pid":{"revision_id":0,"type":"depid","value":"2017729"},"status":"published"},"_oai":{"id":"oai:hiroshima.repo.nii.ac.jp:02017729","sets":["1727147343679:1730442816347:1730442827571"]},"author_link":[],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_title":"読む力を育成する国語科授業づくり : 〈読み〉とその変容を自覚させる学習をとおして","subitem_title_language":"ja"},{"subitem_title":"Developing reading competence through study to be conscious of interpretation and the transformation.","subitem_title_language":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"吉田, 裕久","creatorNameLang":"ja"},{"creatorName":"Yoshida, 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Yasuhiro","creatorNameLang":"en"}],"familyNames":[{"familyName":"三藤","familyNameLang":"ja"},{"familyName":"Mitoh","familyNameLang":"en"}],"givenNames":[{"givenName":"恭弘","givenNameLang":"ja"},{"givenName":"Yasuhiro","givenNameLang":"en"}]},{"creatorNames":[{"creatorName":"立石, 泰之","creatorNameLang":"ja"},{"creatorName":"Tateishi, Yasuyuki","creatorNameLang":"en"}],"familyNames":[{"familyName":"立石","familyNameLang":"ja"},{"familyName":"Tateishi","familyNameLang":"en"}],"givenNames":[{"givenName":"泰之","givenNameLang":"ja"},{"givenName":"Yasuyuki","givenNameLang":"en"}]}]},"item_1617186476635":{"attribute_name":"アクセス権","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":"昨年度は書く活動を取り入れ, 読み手の読みを自覚的にする工夫を行うことで, 日常の読みに転移でき, 活用して, 「解釈・熟考・評価」できる力を育成できるのではないかという仮説を立て, 授業をとおして検証を進めてきた。そして, 「解釈・熟考」段階における読み手の「疑問・予想・確認・吟味」という一連の反応が繰り返されるなかで〈読み〉が形成されるのではないかという一定の知見を得ることができた。しかし, 読みの自覚化のためには, 書くという活動形態をとらない方が有効な場合もあるという課題も明らかになった。そこで, 今年度は書く活動もその一つとして取り入れつつも, それに固執せず, 一連の反応過程を取り入れつつ, 読み手に〈読み〉とその変容を自覚化させるための手立てを見出していくために, 小学校1年生(説明文), 2年生(物語文), 5年生(物語文)において授業実践を行った。各学年の実践を(1)いかなる手立てが, 読みの自覚化として設定されたか, (2)その手立ては, 読みの自覚化や, 日常の読みに活用できるような読む力の育成に寄与していると言えるか, (3)当該学年段階と文種に応じた読む力の育成が果たされているかという観点で評価し, 成果と課題を得ることができた。","subitem_description_language":"ja"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_publisher":"広島大学学部・附属学校共同研究機構"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_1617186819068":{"attribute_name":"identifier_registration","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15027/31242","subitem_identifier_reg_type":"JaLC"}]},"item_1617186920753":{"attribute_name":"Source 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