@article{oai:kyukyo.repo.nii.ac.jp:00000452,
 author = {藏内, 保明 and KURAUCHI, Yasuaki},
 issue = {2},
 journal = {九州共立大学研究紀要, Study journal of Kyushu Kyoritsu University},
 month = {Feb},
 note = {In units centered on expository sentences for 3rd and 4th -grade elementary students, the investigator
examined which methods of instruction would be most effective to foster the students’ logical thinking
skills.
During the investigation, the investigator compared and contrasted two composite units from 3rd and
4th-grade textbooks.
The investigator paid particular attention to two points: the characteristics of each teaching material
and the learning activities indicated in the textbook’s accompanying study guide.
In the unit titled “Soybeans and their many forms” , the investigator discovered that students could
more easily grasp the textbook author’s way of explaining by considering the order of each formal
paragraph in the “middle” section of the three-part text.
In the unit titled “Washi: Paper to be proud of” in the 4th-grade textbook, the investigator found that
students could more easily grasp the reasoning behind the textbook author’s claims and explanations by
understanding and summarizing logical paragraphs.
In both cases, the units were structured so that the students could make use of the textbook author’s
explanations in order to express themselves based on the content they had read.
Based on the characteristics of each teaching material and the intention of the learning activities
outlined in the textbook’s accompanying study guide, the investigator believes it is possible to foster
students’ logical thinking skills by prioritizing the teaching points in each learning unit, and through
accumulative and systematic_instruction.},
 pages = {25--30},
 title = {論理的な思考力を育成する説明的文章の指導 ～小学校中学年の教科書単元を中心に～},
 volume = {13},
 year = {2023},
 yomi = {クラウチ, ヤスアキ}
}