@article{oai:repository.lib.tottori-u.ac.jp:00004225,
 author = {上川, 寛子 and KAMIKAWA, Hiroko},
 journal = {鳥取大学附属中学校研究紀要, Bulletin of the Tottori University Junior High School},
 month = {Mar},
 note = {従来， 俳句の授業では名句の鑑賞が中心的な活動であった。 短型詩である俳句は読み手に自由な読みが任されるおもしろさがある。 一方で， 読解の困難さも併せ持ち， 生徒の苦手意識にもつながっている。 そこで， 苦手意識を払拭し， 俳句に親しむ態度を育成するとともに，言語感覚を豊かにし俳句の鑑賞に生かすことをねらいとして俳句の創作を行った。 授業では， 俳句を創作し推敲するという体験を通し， 言葉の持つ意味を吟味し言葉の持つ繊細な意味を捉えようとする姿が見られた。 / In traditional haiku lesson, to appreciate phrases was the main activity. Haiku, a short poem, has an interesting aspect as readers can read it in their own way. On the other hand, students find it difficult to read precisely, which leads them to think they are not good at reading it. For these reasons, I let students create their own haiku in my lessons to get rid of their awareness that they would be hard to deal with haiku, foster their attitude toward haiku as well as enriching students’ sense for languages. In class, most of the students tried to examine the meaning of words closely and grasp the meaning of words which are exquisite through the experience of creating and practicing their haiku.},
 pages = {11--14},
 title = {創作活動を取り入れた俳句指導の工夫},
 volume = {51},
 year = {2020},
 yomi = {カミカワ, ヒロコ and カミカワ, ヒロコ}
}