文学作品の「読みの理解」に関する基礎的研究 : 学習評価のねらいと課題を中心に

A Basic Study on “Reading Comprehension” of Literary Works: Concerning the aims and tasks of learning assessment

Kimura Honoka

Yamamoto Takaharu

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The purpose of this study is to propose a perspective for questioning the framework of “Reading Comprehension” in learning to read literary works. For this purpose, we first rethought the “Reading Comprehension” of literary works from three theoretical perspectives: literary theory, literary education theory, and learning assessment theory. Next, based on the three theoretical positions, I proposed a framework for “Reading Comprehension” of literary works. Finally, I took up practical examples of teaching literary works and reexamined  “Reading Comprehension” using the proposed framework. In order to shape the “Reading Comprehension” in the midst of diverse literary works, diverse approaches to reading, and diverse learners, it is necessary to set goals from the perspective of “changing learners’ perceptions,” to plan instruction using both intrinsic and extrinsic approaches, and to evaluate learners’ responses while contrasting and reflecting on the approaches in instruction. It is essential to evaluate the learners’ responses while contrasting and reflecting on the approaches, to improve the instruction, and to provide feedback to the learners.

Japanese language education

Reading Comprehension

assessment

国語科教育

読みの理解

学習評価

jpn

広島大学大学院人間社会科学研究科

Copyright (c) 2021 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086