@article{oai:ipu.repo.nii.ac.jp:00000622,
 author = {菊地, 一 and KIKUCHI, Hajime},
 journal = {環太平洋大学研究紀要, BULLETIN OF INTERNATIONAL PACIFIC UNIVERSITY},
 month = {Mar},
 note = {This study aims to seek the class in which ‘slow learners’ as well as the students who have a head for Japanese can enjoy and be filled with a sense of achievement, and even these students can improve their scholastic abilities. I planned reading activities, one type of Active Learning, using virtual viewpoints as learning bypass. In the activities I had my students make scripts for actors as if they were directors of a movie. This paper analyzes and discusses the result of the activities.
 　As a consequence, the hypothesis that such reading activities are effective for the students is supported, and in fact their scholastic abilities, reading abilities, are improved. In addition, ‘effects of active and expressive learning’ and ‘reading up in creative learning’ are confirmed. 
 　In previous studies, there remained an issue that it is necessary to understand the ‘reading process of each student’ in more detail. In order to try and overcome this issue I made use of a pre-test to understand how they are likely to read, and of a post-test to evaluate how the inclination changed.
 　As a result, I confirmed in detail that ‘students should pay attention to situations and characters in the play while reading (comprehension of contents)’ and that ‘students should be aware of psychological changes of characters in the play (comprehension of feelings).},
 pages = {11--24},
 title = {仮想視点を用いた「読むこと」の学習過程の効果},
 volume = {14},
 year = {2019},
 yomi = {キクチ, ハジメ}
}