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指導内容の定着に関わる子どもの心理過程を踏まえた支援 ―支援を要する子どもの実践から見えてきたこと―
https://hbg.repo.nii.ac.jp/records/2000263
https://hbg.repo.nii.ac.jp/records/20002636288380a-fed3-48ff-8234-38d50b2f58b7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kk14-01.pdf (735.7 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-03-31 | |||||||
| タイトル | ||||||||
| タイトル | 指導内容の定着に関わる子どもの心理過程を踏まえた支援 ―支援を要する子どもの実践から見えてきたこと― | |||||||
| 言語 | ja | |||||||
| タイトル | ||||||||
| タイトル | Teachers’ Support Considering Psychological Processes to Establish Learning ―What We Have Learned from the Practice with Children Who Need Support― | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 行動に至る心理過程 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | psychological process leading to behavior | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 問題行動の構造 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | structure of problematic behavior | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 正確な状況の把握 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | accurate understanding of the situation | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
田中,克人
× 田中,克人
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| 著者（英） | ||||||||
| 姓名 | Katsuto,TANAKA | |||||||
| 言語 | en | |||||||
| 著者ID | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | What processes are involved to establish classroom instructional activities for children? And what constitutes effective instruction and support? These are questions that teachers are always concerned about. In order to clarify possible answers to these questions, the present study objectively analyzed and classified the following two things: meanings of children’s behaviors and components of behaviors that children frequently show during lessons. The analysis and classification were based on the author’s practical experience in school support and individual educational consultation. First, children’s behavior always has meaning. Children’s growth is in large part the result of the accumulation of his or her actions. This is also true for children with developmental disabilities and various other educational needs. The author analyzed and summarized the viewpoints that focus on children’s behaviors and the meanings of each behavior. As a result, we were able to show psychological processes by which problematic behaviors occur and by which children change their behaviors. Second, the author classified components of instruction, focusing on the factors that always affect children during instruction in the classroom. Consequently, we were able to show the cycles that children repeatedly exhibit during instruction. Thanks to understanding these, we were able to develop a process model in which the content of instruction becomes established in children’s minds. The process model proposed in this paper has the potential to reveal specific points for children in need of support. It makes it possible to check whether the content of particular support and the actual situation of children fundamentally match or not. The author hopes that this will facilitate more effective support in classrooms. | |||||||
| 言語 | en | |||||||
| bibliographic_information |
子ども･子育て支援 研究センター年報 号 14, p. 16-5, 発行日 2025-03-31 |
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| 出版者 | ||||||||
| 出版者 | 広島文化学園 | |||||||
| item_10002_source_id_9 | ||||||||
| 収録物識別子タイプ | PISSN | |||||||
| 収録物識別子 | 21864144 | |||||||
| item_10002_source_id_11 | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA12619745 | |||||||
