{"created":"2022-01-27T07:42:50.399834+00:00","id":2003731,"links":{},"metadata":{"_buckets":{"deposit":"846d7e36-4d2b-4658-8d6d-bbeaf27d904f"},"_deposit":{"id":"2003731","owners":[1],"pid":{"revision_id":0,"type":"depid","value":"2003731"},"status":"published"},"_oai":{"id":"oai:u-ryukyu.repo.nii.ac.jp:02003731","sets":["1642837622505:1642837794820:1642837796965","1642838403551:1642838405037"]},"author_link":[],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_1551255647225":"小学校特殊学級における交流教育の取り組み","subitem_1551255648112":"ja"},{"subitem_1551255647225":"Educational Cooperation between Special and Normal Classes in Elementary School","subitem_1551255648112":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"巌, 隆志","creatorNameLang":"ja"}]},{"creatorNames":[{"creatorName":"緒方, 茂樹","creatorNameLang":"ja"}]},{"creatorNames":[{"creatorName":"Iwao, Takashi","creatorNameLang":"en"}]},{"creatorNames":[{"creatorName":"Ogata, Shigeki","creatorNameLang":"en"}]}]},"item_1617186476635":{"attribute_name":"Access Rights","attribute_value_mlt":[{"subitem_1522299639480":"open access","subitem_1600958577026":"http://purl.org/coar/access_right/c_abf2"}]},"item_1617186609386":{"attribute_name":"Subject","attribute_value_mlt":[{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"交流学習"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"共生"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"特殊学級"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"生活単元学習"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"総合的な学習"}]},"item_1617186626617":{"attribute_name":"Description","attribute_value_mlt":[{"subitem_description":"今日、特殊学級で学ぶ子どもたちの、自立や社会参加の基礎となる「豊かに生きる力」をどのように育んで行くかが求められている。交流教育は、特殊学級での活動では実現が難しい大集団での協同的な活動の経験によって、社会性や豊かな人同性を育むことができ、一方、通常の学級の児童にとっては、障害のある児童に対する理解を深め、同じ社会を生きる人間としての「共生」の気持ちを育てることができる。本報告では、今年度の生活単元学習「あげつちまつり」の取り組みについて、通常の学級と特殊学級双方の教科(生活科・生活単元学習・総合的な学習)の指樽計画作成から、実施にいたるまでの経過について具体的に述べた。交流教育を進める上で、指導者はその意毒をよく理解し、指導に当たる上で同じ視点からの児童理解に努め、相互の関わりを観察して活動を進めていかなければならない。今回の取り組みを通じて、単元の作成当初から「めざす児亜像」を明確にしておくことがとりわけ重要であることが改めて明らかとなった。さらに低学年段階での交流学習は、相互の関係がある程度対等になるような教材の準備が必要であり、お互いのよさを認め合う場の設定が重要である。今回の取り組みにおいても、手先の器用な特殊学級の子どもの作品を見た通常の学級の子どもが、作り方を一生懸命聞し、ている場面が見られた。今回行った取り組みによって、子どもたちが共に助け合い、支え台って生きていこうとする「共生」の気持ちを育てることができ、相互に教育的効果のある学習活励を展開することができたと考える。","subitem_description_type":"Other"},{"subitem_description":"紀要論文","subitem_description_type":"Other"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_1522300295150":"ja","subitem_1522300316516":"琉球大学教育学部附属障害児教育実践センター"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_1551255818386":"jpn"}]},"item_1617186783814":{"attribute_name":"Identifier","attribute_value_mlt":[{"subitem_identifier_type":"HDL","subitem_identifier_uri":"http://hdl.handle.net/20.500.12000/5098"}]},"item_1617186920753":{"attribute_name":"Source 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