文学の授業における学習者の主体性

The Learner's Agency in the Classrooms of Literature

Miyamoto Kouji

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

This study focused on the formative processes of the learner's agency in the classrooms of the literature. From the results of quantitative research carried out by Miyamoto (2000), it was found that learner's responses partially influenced on the collective's and a teacher's evaluation, and also that renounce the responses of the first reading and try to restructure reaction as admitted by the teacher and the other learners. However, the exact procedures of how the learner's response in those studies remained unclear. This study sought to further clarify these procedures, and also tried to determine what kind of factors affect when learners made readings. In cnclusion, when the learners made readings, they are concious of the various relationships in the classrooms. Then, it becomes a problem by what agency constitued in the scene which builds reading, and how learners try to concern the study. The learners have more than one agency. By how the learners recognize a scene, the difference what agency constituent is found occurs. And it causes learners to be actualized the different learnings.

主体性

場面性

かかわり

教室の関係性

文学教育

Agency

Scene

Concernings

Relationships of the classrooms

Teaching of Literature

Education [ 370 ]

jpn

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5554

[NCID] AA11618725