読解リテラシーの現代的位相 : PISA2000/2003/2006の理論的根拠に関する一考察

概要

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This paper outlines the theory of PISA (Programme for International Student Assessment) for reading literacy, and reviews its rationale. The theoretical rationale for reading literacy is based on: efforts to overcome functional literacy and its limits; various theories regarding the purposes, skills, processes and aspects of reading; and the philosophy of social constructionism. The following can be pointed out as specific issues requiring further consideration. 1) Reading literacy should be regarded as a continuum between functional literacy and critical literacy. 2) The assessment approach focussing on authenticity has limits, and the development of a complementary strategy is required. 3) Among the 5 processes of reading literacy, "reflecting on and evaluating the text" has been recognized as a priority area in Japan, but we need to firmly maintain an academic basis and take care not to be caught up in the idea that children must always achieve the correct answer. 4) In Japan, discussions on curriculum development for Japanese language have been based on a neutral sociocultural context, but the impact of "social turnaround" needs to be clarified and introduced into these discussions. 5) Although we have seen inductive washbacks from assessments including PISA, we need to develop deductive washbacks.
全国大学国語教育学会の論文
2008-09-30