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小学校国語科専門用語の理解度調査と考察
http://hdl.handle.net/10295/200
http://hdl.handle.net/10295/200943b11c7-dc34-441f-88f0-5d48c90ab2b5
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004169612.pdf (1.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2007-12-14 | |||||||||
| タイトル | ||||||||||
| タイトル | 小学校国語科専門用語の理解度調査と考察 | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | Do Pupils Understand Metalanguage? : A Case of Japanese Elementary School Pupils Learning Japanese as the First Language | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Metalinguistic terms | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Technical terms | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Textbooks | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | First appearance | |||||||||
| 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 | |||||||||
| 作成者 |
成田, 雅樹
× 成田, 雅樹
× Narita, Masaki
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| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | There is a body of metalinguistic terms, or technical terms, which pupils have to know to learn Japanese as the first language in elementary school classrooms in Japan. While teachers may expect the terms to help students acquire a variety of language skills effectively, it may be that alack of knowledge about them on the part of pupils, or their superficial understanding at best, may in fact only help them experience difficulty inacquiring Japanese skills. In the absence of useful information in the field, the present research attempted to cast some light on this issue. The research first identified a total of 339 metalinguistic terms, including 'topic,' 'character,' 'reading aloud,' and so forth from among three textbooks that were used at elementary schools. These terms were then classified into different grade levels in accordance with their first appearance in each of the textbooks. Based on this data set, a test was constructed and administered to the groups of pupils who belonged to each target grade level to examine if they would really understand the meaning of each term. A total of 1247 elementary school pupils took part in the present research from 38 classes of three elementary schools in Akita prefecture and Tokyo. The results showed that the explicit reference to the terms in the textbook determined the depth and degree of understanding of them by individual pupils. The paper concludes with several suggestions to textbook writers and classroom teachers. | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 書誌情報 |
秋田大学教育文化学部研究紀要 教育科学 巻 60, p. 1-10, 発行日 2005-03-31 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13485288 | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11458538 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 秋田大学教育文化学部 | |||||||||
