小説の読みの対話的な交流における「専有」
スポンサーリンク
概要
- 論文の詳細を見る
Methods of encouraging students to be adequate readers of Narrative Reading Instructions were investigated and how students learn to read through narrative interactions were clarified by observing tenth-grade students during their classes. The processes of interaction among students were analyzed by focusing on actions mediated by them from the perspective of Wertsch's concept of "appropriation." Results indicated the following. (1) Learners repeatedly experience the reading of text by others during participation in collaborative activities to elaborate reading. (2) Learners borrow the reading strategies that contribute to such collaborative actions from other learners. (3) Learners appropriate other learners' reading strategies by using them repeatedly through dialogical interactions.
- 2010-09-30
著者
関連論文
- 物語・小説の読みの授業研究の展望と課題 : メタ認知能力育成の観点から
- 小説の読みの対話的な交流における「専有」
- 言語力を育成する学習活動の検討 : 中学校教科書(5教科)の分析を通して
- 教室で物語について話し合うこと : 中等教育段階における国語科授業分析をもとに(自由研究発表)