文学テクストを対象とした高校生の批評文と方略的読みの意識の関係

The Relationship between High School Students’ Literary Argumentative Writing and Consciousness of Strategic Reading for Literary Texts.

Hayashi Issei

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

This study examined the production of literary argumentative writing in relation to the high school students’ reading consciousness during the reading of the text. The results of the study revealed the following. (1) The production of literary argumentative writing, especially in the first grade, is supported by the basic, strategic reading consciousness of the “perspective of understanding the story” and the “perspective of paying attention to the expression”. (2) The “subjective perspective on the story” has a negative influence on the production of literary argumentative writing in the first and the second grades. (3) However, the “subjective perspective on the story” may have a positive effect on the production of literary argumentative writing when the “perspective of understanding the story” and the “perspective of paying attention to the expression” are firmly established in the students’ mind. (4) The quality of second grade students’ literary argumentative writing is enhanced by their consciousness of advanced strategic reading and argumentation, in addition to their basic consciousness.

consciousness of strategic reading

accurate reading

subjective reading

方略的読みの意識

正確な読みの意識

主体的読みの意識

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広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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