手続き的知識を伝える説明文の発達について

概要

論文の詳細を見る
Expository texts have been classified into procedural and declarative texts according to the types of knowledge conveyed. The number of developmental studies on the comprehending processes of procedural texts is more limited than the declarative one. The present study attempts to examine children's comprehending processes of a procedural text. 306 subjects, third to sixth graders, were required to read a text on how to write a flowchart written in an either procedural or declarative type, and were then asked to perform two tasks : a comprehension test and a drawing flowchart. The results of the text comprehension test showed interaction between grades and text types. Namely, the fifth and sixth graders performed better in reading the declarative text than the procedural one, whereas the third and fourth graders scored no difference between the two texts. With the drawing flowchart, all graders showed higher scores in reading procedural texts. Based on Kintsch's situation model, constructing text base in reading declarative text had a better advantage than the procedural one. However, the extent of a situation model was not elaborated.
1997-12-30