著者
内田 伸子
出版者
公益財団法人 日本学術協力財団
雑誌
学術の動向 (ISSN:13423363)
巻号頁・発行日
vol.15, no.4, pp.4_104-4_111, 2010-04-01 (Released:2010-10-18)
参考文献数
3
被引用文献数
1
著者
内田 伸子
出版者
公益財団法人 日本学術協力財団
雑誌
学術の動向 (ISSN:13423363)
巻号頁・発行日
vol.22, no.10, pp.10_24-10_28, 2017-10-01 (Released:2018-02-10)
参考文献数
3
著者
内田 伸子
出版者
日本読書学会
雑誌
読書科学 (ISSN:0387284X)
巻号頁・発行日
vol.58, no.3, pp.109-121, 2016-10-31 (Released:2016-12-07)
参考文献数
12
被引用文献数
1

経済協力開発機構(ECD)が15歳を対象にして3年毎に実施している国際学力比較調査(PISA調査)や文科省が小6,中3を対象に毎年実施している全国学力学習到達度調査の結果は,小中高校生が活用力(論理力や記述力)が育っていないということを明らかにしている。活用力を習得した知識を活用して応用問題を解決したり,自分の考えを相手にわかるように表現し記述する力,いわゆる結論先行の因果律を習得することが不可欠である。しかし結論先行の因果律は,時系列因果律表現をその特徴とする日本語談話に馴染んでいる子どもは自然に使えるようにはならない。そこで筆者は熊本大学附属小の先生方と結論先行の因果律を習得するための授業デザインとしてメタ認知を活用した「論理科」の開発に取り組んだ。本稿では,考える力を育むためのことばの教育として「論理科」プログラム,すなわち,日本型言語技術の教育」を提案し,論理科実践の効果測定の結果を報告する。
著者
内田 伸子
雑誌
江戸川大学 こどもコミュニケーション研究 紀要 = EDOGAWA UNIVERSITY Childhood Education and Research Center
巻号頁・発行日
vol.1, 2018-03-16

現在,我が国では学力低下が問題になっている。学力格差は家庭の世帯収入を反映するので,世帯収入の低い家庭の子どもの学力が低いのではないかと指摘されている。学力格差は幼児期から始まるのであろうか。学力基盤力となるリテラシー(読み書き能力)や語彙力,親子の会話も経済格差の影響を受けるのであろうか。本稿では現代の子育ての実態を探り,幼児期の生育環境や保育環境が子どもの学力にどのような影響を及ぼすのかについて国際比較短期縦断調査に基づいて考察する。

1 0 0 0 OA 作文の心理学

著者
内田 伸子
出版者
一般社団法人 日本教育心理学会
雑誌
教育心理学年報 (ISSN:04529650)
巻号頁・発行日
vol.25, pp.162-177, 1986-03-30 (Released:2012-12-11)
参考文献数
71
被引用文献数
2
著者
内田 伸子
出版者
一般社団法人日本発達心理学会
雑誌
発達心理学研究 (ISSN:09159029)
巻号頁・発行日
vol.1, no.1, pp.30-40, 1990-07-25

The purpose of this study was to examine what role "deficit-complement" schema played in a thematic integration of narrative sequences and how the schema developed. Eighty-four4-year-old (4:10-5:5) and 5-year-old 5:10-6:5) children were divided into three homogeneous groups (14 subjects each), and assigned to one of three conditions : the deficit condition where the children were informed that the character was in the deficit state, the non-deficit condition where they were informed that the character was in the complement state, and the control condition where no information about the character was given. The children were shown a drawing story, asked to describe each picture and, after interpreting all the pictures, to recall the story without the pictures, to answer 10 questions about the character's feeling. The results showed that the children in the deficit condition could grasped the pictures as a story, and construct the thematic and coherent interpretation of them, while the children in the other two conditions often failed to integrate the pictures into a story. Especially, in the non-deficit condition, the degree of erabolation of description were lower than in the other two conditions. In the recall and comprehension tasks, these trends were confirmed. From these results, it was suggested that the information about the the deficitsituation of the character enhanced the integration of narrative sequences as a cognitive framework through the activation of 'deficit-complement' schema.
著者
内田 伸子
出版者
日本教育心理学会
雑誌
教育心理学研究 (ISSN:00215015)
巻号頁・発行日
vol.37, no.4, pp.327-336, 1989-12-30

The purpose of this study was to examine the role of "deficit-complement" schema played in a semantic integration of narrative sequences and the development of the same schema. Eighty-four 4-year-old and 5-year-old children were divided into three homogeneous groups, and assigned to one of three conditions: a non-restricted information with an undetermined deficit, a restricted information, or a non-information. The children were shown an abstract drawing story and were asked to describe each picture and perform a free-recall of the story and comprehension tasks. The results showed that the hypothesis, "the deficit information facilitating semantic integration of narrative sequences" was supported. It also showed that for the 4 year-old, influenced by the perceptual feature of each picture, in order to reconstruct interpretation the restricted information was difficult to utilize, while the 5 year-old could utilize the information and construct coherent interpretation. As a result, qualitative differences of cognitive basis for story production between the two age groups were shown.
著者
安西 祐一郎 内田 伸子
出版者
日本教育心理学会
雑誌
教育心理学研究 (ISSN:00215015)
巻号頁・発行日
vol.29, no.4, pp.323-332, 1981

The purpose of this paper is to identity children's internal process during production of writings. A new procedure was devised to deal with the problem of estimating the internal dynamics of chidren from 8 to 12 years of age. At first, a simple procedural model of discourse production was presented ; then, where and how long pauses were generated during writing was recorded for each child subject. Each child was also interviewed for the introspective report of what he or she thought at each pause.