小学校高学年授業でのドリル学習を伴わない書く活動の効果

―どのタイミングでどのような書く活動が適切か―

抄録

This study investigates appropriate writing activities for higher graders in elementary schools. Based on the results, the indications in this paper are as follows: (1) Targeted writing activities without drill practices are effective for the students especially in acquisition of small letters. (2) Copying the words what students want to talk about between communicative practices and tasks is best suited to their needs.