{"created":"2023-11-20T05:23:37.578355+00:00","id":2000084,"links":{},"metadata":{"_buckets":{"deposit":"a19ce949-ca6d-4eaa-8548-0ada347e01e3"},"_deposit":{"created_by":26,"id":"2000084","owner":"26","owners":[26],"pid":{"revision_id":0,"type":"depid","value":"2000084"},"status":"published"},"_oai":{"id":"oai:kwmw.repo.nii.ac.jp:02000084","sets":["7:1697248399292:1700106428981"]},"author_link":[],"control_number":"2000084","item_1_alternative_title_20":{"attribute_name":"その他(別言語等)のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"Developing Extensive Reading Materials to Motivate Elementary School Students to Read 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医療福祉学科"}]},"item_1_textarea_11":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_textarea_value":"本研究では，児童が自主的に読書に取り組めるようになることを目指し，日本語教育における多読の手法を用いて，ICT を活用した小学校低学年の多読活動のための教材開発とその実施モデルの提案を行った．具体的には，週に 1 回図書室での読書時間において多読活動を行い，読書記録の作成や OPAC の検索指導を取り入れることで，読書に対する意欲向上と読書の習慣化を図る教材と実施モデルを提案した．多読活動では，児童は教師による図書選択の支援が受けられる状況で，各自のペースで読書を行い，視覚情報に重きを置いた読書記録を作成することが重要である．このような活動は，視覚優位の教材活用の点において，通常学級において学習スタイルに特徴を持つ自閉スペクトラム症の児童がいた場合でも実施が可能だと考える．"}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2023-11-20"}],"displaytype":"detail","filename":"06_黒江理恵.pdf","filesize":[{"value":"708 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