@article{oai:serve.repo.nii.ac.jp:00000339,
 author = {熊谷, 芳郎},
 issue = {第3号},
 journal = {聖学院大学論叢, The Journal of Seigakuin University},
 month = {Mar},
 note = {In her teaching, Hama Omura definitely distinguished between guidance targets and learning targets and practiced guidance. This becomes clear through analysis of “the unit for talking vividly”. Furthermore, Omura incorporated the item of “interest of a learner” into two things: guidance targets and learning targets, which enabled her to tie learning activity and guidance naturally. As a result, she was able to show us an example of scholarship while at the same time allowing learners to accept guidance naturally, without being conscious of guidance. However, it is felt, despite Omura’s genius as a teacher, that guidance “without notice or naturally” can be concluded without revealing the guidance target to the learner. Furthermore, this supposition about the “guidance target” is to some extent confusing and contradictory.},
 pages = {135--149},
 title = {大村はま実践における指導目標と学習目標},
 volume = {第18巻},
 year = {2006},
 yomi = {クマガイ, ヨシロウ}
}