{"created":"2023-06-19T10:03:06.192752+00:00","id":795,"links":{},"metadata":{"_buckets":{"deposit":"a8868bd9-0ada-4132-8414-afc13e8441d6"},"_deposit":{"created_by":8,"id":"795","owners":[8],"pid":{"revision_id":0,"type":"depid","value":"795"},"status":"published"},"_oai":{"id":"oai:mimasaka.repo.nii.ac.jp:00000795","sets":["116"]},"author_link":["608"],"control_number":"795","item_10001_biblio_info_7":{"attribute_name":"bibliographic_information","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2021-01-10","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"585","bibliographicPageEnd":"53","bibliographicPageStart":"46","bibliographic_titles":[{"bibliographic_title":"月刊国語教育研究"}]}]},"item_10001_description_6":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"本稿は、学習に困難さを抱えている高校生とそうでない高校生の文章表現力について、その違いの内容を明らかにして、文章表現の指導法を提案したものである。\n　研究素材は、高校生の書いた「スイミー」の200文字のあらすじ40例。学習に困難さを抱えている高校生とそうでない高校生が書いたものには、大きな違いがあることと、似通っていることがあった。違いのあることとしては、抜き出し語彙の利用頻度、要点の抜き出しの正確性、文字数、簡潔にまとめた表現、漢語・上位語。・慣用的表現の使用頻度、などが、一方で、似通っていることとしては、場面転換意識、固有名詞の使用頻度、場面設定の記述内容などが挙げられた。\n　そこで、学習に困難さを抱えてるいる高校生には、語彙・説明・要約の三方向からの指導が望まれると判断し、具体的な指導法をいくつか提案した。","subitem_description_type":"Other"}]},"item_10001_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"日本国語教育学会"}]},"item_10001_source_id_11":{"attribute_name":"item_10001_source_id_11","attribute_value_mlt":[{"subitem_source_identifier":"AN00073850","subitem_source_identifier_type":"NCID"}]},"item_10001_source_id_9":{"attribute_name":"item_10001_source_id_9","attribute_value_mlt":[{"subitem_source_identifier":"03861783","subitem_source_identifier_type":"PISSN"}]},"item_10001_version_type_20":{"attribute_name":"出版タイプ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"宮武, 里衣","creatorNameLang":"ja"},{"creatorName":"ミヤタケ, リエ","creatorNameLang":"ja-Kana"},{"creatorName":"MIYATAKE, RIE","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"608","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2021-04-07"}],"displaytype":"detail","filename":"20210407001.pdf","filesize":[{"value":"4.1 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"20210407001","url":"https://mimasaka.repo.nii.ac.jp/record/795/files/20210407001.pdf"},"version_id":"434c6a1e-a4c2-4163-8d99-84c9a53cbc98"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"item_resource_type","attribute_value_mlt":[{"resourcetype":"journal article","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"書けない生徒と書ける生徒は何が違うのか：「スイミー」のあらすじ調査の分析から","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"書けない生徒と書ける生徒は何が違うのか：「スイミー」のあらすじ調査の分析から","subitem_title_language":"ja"}]},"item_type_id":"10001","owner":"8","path":["116"],"pubdate":{"attribute_name":"公開日","attribute_value":"2021-04-07"},"publish_date":"2021-04-07","publish_status":"0","recid":"795","relation_version_is_last":true,"title":["書けない生徒と書ける生徒は何が違うのか：「スイミー」のあらすじ調査の分析から"],"weko_creator_id":"8","weko_shared_id":-1},"updated":"2025-03-20T02:55:35.408863+00:00"}