{"created":"2023-05-15T09:05:29.511687+00:00","id":6787,"links":{},"metadata":{"_buckets":{"deposit":"24fd93ae-8b60-4a18-849e-f0d497a01df8"},"_deposit":{"created_by":11,"id":"6787","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"6787"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:00006787","sets":["375:476:1054"]},"author_link":["21150","21160","7812","20519","7808","21151","21142","7816","21141","20517","21159","20518"],"item_5_alternative_title_21":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"A Study on the Teaching of Each Subject, etc. for Students with Intellectual Disabilities Who are Enrolled in the Curriculum Focusing on Independent Activities at a Special Needs Education School for Children with Health Impairments：Through the Use of Evaluation Charts Based on The National Curriculum Standard for Special Needs Education 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"}]}]},"item_5_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究では，自立活動を主とした教育課程で学ぶ中学部の生徒１名を対象に，「学習指導要領評価表」による各教科（知的障害）等の設定，自立活動と各教科（知的障害）等の指導内容の整理，年間指導計画の作成と授業実践を通して，各教科（知的障害）等の指導の可能性を検討した。その結果，数学科（算数科で評価）では，様々な具体物を用いて多面的多角的な働きかけを行うことにより，本生徒の経験値を上げたり指導者が新たな視点で実態を捉えたりすることに有効であると考えられた。しかし，国語科では音声言語の受容が難しく，評価方法や指導内容等に課題が残された。今後，授業実践を重ねることで各教科（知的障害）等の指導の可能性を明確にしていくとともに自立活動の指導との関連を念頭におき，指導内容を検討する必要があると考えられた。また，「学習指導要領評価表」は，指導目標等を短時間で検討することができ，個別の指導計画を作成する上で有用であった。今後，付番されている学習指導要領コードごとに，教材や学習活動，評価方法や参考文献，学習指導案等の資料がデータベース化されることで，授業の組み立てを考える際に参考とするなど，更なる活用が期待された。","subitem_description_type":"Abstract"}]},"item_5_full_name_2":{"attribute_name":"著者(ヨミ)","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"20518","nameIdentifierScheme":"WEKO"}],"names":[{"name":"サトウ, チカコ"}]},{"nameIdentifiers":[{"nameIdentifier":"7812","nameIdentifierScheme":"WEKO"}],"names":[{"name":"アマガイ, 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