{"created":"2025-04-23T04:33:25.539287+00:00","id":2000868,"links":{},"metadata":{"_buckets":{"deposit":"01144480-dd8e-49df-a515-d92f89270d19"},"_deposit":{"created_by":11,"id":"2000868","owner":"11","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"2000868"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:02000868","sets":["375:1755495910572:969:1744862983269"]},"author_link":[],"control_number":"2000868","item_1735019115310":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究では，高等学校に在籍する発達障害等のある生徒の「思い」や「願い」に基づく「いま」と「将来」をつなぐ「対話」に着目し，「可視化」「具体化」「共同化」「段階化」の視点（菊地，2022）を踏まえた高校通級におけるTEM図を活用した実践の有効性の検証を目的とした。4 名の対象生徒の振り返りと対話における共通点として，「他者との対話の楽しさや必要性への気づき」「過去の自分との比較」「成長の実感」「新たな挑戦や役割等の目標設定」が確認された。今後の課題として，同年代の生徒同士の学び合いの充実や検証の必要性が確認された。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_1735019314753":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12860453","subitem_source_identifier_type":"NCID"}]},"item_1756857892097":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_30001_access_rights4":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_30001_alternative_title1":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"Trial of Reflection and Dialogue Using TEM Diagrams for Students with Developmental Disabilities of Special Support Services in Resourse Rooms at High 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