読みの方略が転移する可能性 : 作品を解釈する仮定スキルが他の読みの場面で活用される条件

概要

論文の詳細を見る
This paper reports the results of a study on the transfer of reading strategies. In particular "if-then thinking skills" are discussed. This strategy enables readers to obtain the necessary information from their own experience in order to fully comprehend the text. This reading strategy was named "if-then thinking skills." Readings were assigned to students in order to fully comprehend the text using "if-then thinking skills." Three months later, a comprehension quiz using another text to determine whether the students could use "if-then thinking skills" was administered. This study was conducted twice at a junior high school. In the results, sixty percent of the students made good use of "if-then thinking skills" to fully comprehend the text in both studies. Student response to the questionnaire showed three conditions regarding the transfer of "if-then thinking skills"-"similarity of the task," "influence toward metacognition," and "cognition of the effectiveness of the strategy."
全国大学国語教育学会の論文
2009-03-31