ことばの<具体-抽象>に関する指導の観点 : 中学生・高校生の実態調査をふまえて

概要

論文の詳細を見る
The purpose of this study is to reveal aspects of instruction regarding the shift between abstract statements and concrete descriptions. Aspects of instruction were explored through analyses of three studies conducted with a total of 1471 students from grade 7 to 12. Data was collected at a private school in Tokyo between 2004 and 2006. Through the use of an argumentative paper and two study sheets, reading and writing ability in the following could be examined: giving concrete examples of abstract statements; giving abstract statements that bind several concrete statements. The studies showed four kinds of competence in language use that support the operation of the abstract-concrete shift: storing and laying off knowledge in different situations, reading statements closely, interpreting what is being asked, and a wide range of vocabulary based on rich experience. These competencies can be developed not only in language arts classrooms but also outside the classroom where students gain direct and indirect experiences.
2008-03-31