@article{oai:naruto.repo.nii.ac.jp:00029361,
 author = {藤澤, 憲 and 田中, 淳一 and 高橋, 眞琴 and FUJISAWA, Ken and TANAKA, Junichi and TAKAHASHI, Makoto},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本稿では，知的障害のある生徒を対象に，触覚を活用した学習支援の前後の教員の話しかけに対する生徒の応答性や学習支援終了直後の生徒の様子について行動面から評価した。また，これらの評価に加え，学習支援に関わった教員の施行後の省察や今後の活動における改善点等や先行研究の知見を踏まえ，教育における触覚を活用した学習支援の有効性を検討することを目的とした。触覚を活用する教材として，スライムを活用したが，教員の話しかけに対する生徒の相互交渉成立の頻度が高くなり，コミュニケーションの向上につながること，さらに，学習支援終了直後，生徒は情緒が安定した状態で次の活動への集中度が高まり，教員の話しかけにも安心して応答し，次の行動へ円滑に移行できるようになること，が示唆された。課題として，教育課程上への活動の位置づけやスライムと他の教材・教具との比較分析等の検討，児童生徒と関わりの少ない人との相互交渉の変容の検討，多種多様なデータの集積等が挙げられた。, In this paper， we evaluated the responsiveness of students to the teacherʼs talk before and after learning support by touching the tactile stimulus slime of students with intellectual disabilities and the state of the students immediately after the end of learning support. In addition to these evaluations， the purpose is to examine the effectiveness of the use of tactile stimulus slime in education， based on the post-implementation reflections of teachers involved in learning support， points for improvement in future activities， and the findings of previous research. As a result of its usefulness， the use of tactile stimulus slime increases the frequency of mutual negotiations between students in response to teachersʼ talk， leading to improved communication， and the students are in a stable emotional state immediately after the end of learning support. It was suggested that the degree of concentration on the next activity would increase， and that the teachers would be able to respond with peace of mind and move smoothly to the next action. Future tasks include positioning activities in the curriculum， investigating comparative analysis of slime and other materials and materials， investigating changes in interaction with students who have little to do with children， and accumulation of a wide variety of data.},
 pages = {73--80},
 title = {触覚を活用した学習支援前後の知的障害生徒の応答性},
 volume = {36},
 year = {2022},
 yomi = {フジサワ, ケン and タナカ, ジュンイチ and タカハシ, マコト}
}