{"_buckets": {"deposit": "a416b749-d3ee-487c-a1bb-afffc7d5dd11"}, "_deposit": {"id": "23986", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "23986"}, "status": "published"}, "_oai": {"id": "oai:nagoya.repo.nii.ac.jp:00023986", "sets": ["1985"]}, "item_9_alternative_title_19": {"attribute_name": "その他の言語のタイトル", "attribute_value_mlt": [{"subitem_alternative_title": "Analysis of teaching units for writing within Japanese language textbooks from the perspective of cognitive psychology : Changes by the revision of the National Curriculum Standards for Elementary Schools"}]}, "item_9_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2011-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "84", "bibliographicPageStart": "39", "bibliographicVolumeNumber": "11", "bibliographic_titles": [{"bibliographic_title": "中等教育研究センター紀要"}]}]}, "item_9_description_4": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "本研究の目的は、小学校国語教科書の「書くこと」教材を認知心理学的視点から分析し、その特徴を明らかにすることである。平成10(1998)年版学習指導要領が反映された平成17(2005)年度版教科書と平成20(2008)年版学習指導要領が反映された平成23(2011)年度版教科書（光村図書、東京書籍、教育出版）を対象にして調査した結果、平成17年度版から平成23年度版への変化として、(1)子どもに考えさせるための問いが設定されている、(2)文章の「型」や具体的観点等の手がかりが示されている、(3)プランニングや下書き中の子どもの思考が可視化されている、という点が示され、子どもの認知的負担を軽減する効果が期待できることが伺われた。その一方、平成17年度版と平成23年度版で、（1）読み手を意識させるための具体的活動が設定されていない、（2）下書きや推敲の扱いが少なく、書くことが再帰的プロセスであることが示されていない、という点に変化が見られず、認知心理学的な研究知見が十分に生かされていないことも示され、今後改善していく必要があることが明らかとなった。The purpose of this study was to examine the teaching units for writing within Japanese language textbooks for elementary schools from the perspective of cognitive psychology. The author surveyed textbooks that were published in Heisei 17 (2005) and Heisei 23 (2011) by three publishing companies （Mitsumura Tosho, Tokyo Shoseki, and Kyoiku Shuppan). Textbooks published in Heisei 17 were reflected the National Curriculum Standards for Elementary Schools notified in Heisei 10 (1998) , while textbooks published in Heisei 23 were reflected the National Curriculum Standards for Elementary Schools notified in Heisei 20 (2008). The results indicated that textbooks published in Heisei 23 (1) contained many questions facilitated children\u0027s thinking, (2) showed text structures and various hints, and (3) made children\u0027s thoughts while planning and drafting visible. These characteristics were expected to help to lighten children\u0027s cognitive burden. Meanwhile, both textbooks published in Heisei 17 and ones in Heisei 23 (1) did not contain activities to make children aware of readers, and (2) did not show that writing was a recursive process and writers should make many drafts and revise. Therefore, textbooks did not reflect the knowledge of cognitive psychology well and needed to be improved immediately.", "subitem_description_type": "Abstract"}]}, "item_9_identifier_60": {"attribute_name": "URI", "attribute_value_mlt": [{"subitem_identifier_type": "HDL", "subitem_identifier_uri": "http://hdl.handle.net/2237/26191"}]}, "item_9_identifier_registration": {"attribute_name": "ID登録", "attribute_value_mlt": [{"subitem_identifier_reg_text": "10.18999/chukkc.11.39", "subitem_identifier_reg_type": "JaLC"}]}, "item_9_publisher_32": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "名古屋大学大学院教育発達科学研究科附属中等教育研究センター"}]}, "item_9_select_15": {"attribute_name": "著者版フラグ", "attribute_value_mlt": [{"subitem_select_item": "publisher"}]}, "item_9_source_id_7": {"attribute_name": "ISSN（print）", "attribute_value_mlt": [{"subitem_source_identifier": "1881-0411", "subitem_source_identifier_type": "ISSN"}]}, "item_creator": {"attribute_name": "著者", "attribute_type": "creator", "attribute_value_mlt": [{"creatorNames": [{"creatorName": "清道, 亜都子"}], "nameIdentifiers": [{"nameIdentifier": "71199", "nameIdentifierScheme": "WEKO"}]}, {"creatorNames": [{"creatorName": "柴田, 好章"}], "nameIdentifiers": [{"nameIdentifier": "71200", "nameIdentifierScheme": "WEKO"}]}, {"creatorNames": [{"creatorName": "SEIDOU, Atsuko"}], "nameIdentifiers": [{"nameIdentifier": "71201", "nameIdentifierScheme": "WEKO"}]}, {"creatorNames": [{"creatorName": "SHIBATA, Yoshiaki"}], "nameIdentifiers": [{"nameIdentifier": "71202", "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": "2018-02-22"}], "displaytype": "detail", "download_preview_message": "", "file_order": 0, "filename": "11-04.pdf", "filesize": [{"value": "2.2 MB"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_free", "mimetype": "application/pdf", "size": 2200000.0, "url": {"label": "11-04.pdf", "url": "https://nagoya.repo.nii.ac.jp/record/23986/files/11-04.pdf"}, "version_id": "cc80d482-a217-4565-bd9a-402fdf226c41"}]}, "item_language": {"attribute_name": "言語", "attribute_value_mlt": [{"subitem_language": "jpn"}]}, "item_resource_type": {"attribute_name": "資源タイプ", "attribute_value_mlt": [{"resourcetype": "departmental bulletin paper", "resourceuri": "http://purl.org/coar/resource_type/c_6501"}]}, "item_title": "認知心理学的知見を踏まえた国語教科書「書くこと」教材の分析 : 小学校学習指導要領改訂による変化を中心に", "item_titles": {"attribute_name": "タイトル", "attribute_value_mlt": [{"subitem_title": "認知心理学的知見を踏まえた国語教科書「書くこと」教材の分析 : 小学校学習指導要領改訂による変化を中心に"}]}, "item_type_id": "9", "owner": "1", "path": ["1985"], "permalink_uri": "https://doi.org/10.18999/chukkc.11.39", "pubdate": {"attribute_name": "公開日", "attribute_value": "2017-04-24"}, "publish_date": "2017-04-24", "publish_status": "0", "recid": "23986", "relation": {}, "relation_version_is_last": true, "title": ["認知心理学的知見を踏まえた国語教科書「書くこと」教材の分析 : 小学校学習指導要領改訂による変化を中心に"], "weko_shared_id": null}