小説教材の読みにおける〈作者側の読者〉と〈物語読者〉の対話・葛藤 (2) : フラジャイルなテクストによる読者側の葛藤の喚起

アクセス数 : 1241
ダウンロード数 : 249

今月のアクセス数 : 0
今月のダウンロード数 : 0
ファイル情報(添付)
KJ00004404284.pdf 576 KB 種類 : 全文
タイトル ( jpn )
小説教材の読みにおける〈作者側の読者〉と〈物語読者〉の対話・葛藤 (2) : フラジャイルなテクストによる読者側の葛藤の喚起
タイトル ( eng )
Dialogical Relationships between "the Authorial Reader" and "the Narrative Reader" in Reading of Fiction (2) : Engndering Reader's Conflicts by the Rhetoric of Fragile Texts
作成者
収録物名
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
52
開始ページ 73
終了ページ 78
抄録
In this Paper, Peter Rabinowitz and Michael Smith's Authorizing Readers (1997) was considered as a fundamental work for teaching of fictional texts. Rabinowitz and Smith emphasized the dialogical relationships between "the authorial reader" and "the narrative reader" in reading acts of a practical reader. Rabinowitz argued that if readers failed to playing either "the authorial reader" or "the narrative reader", they would take any misreadings such that what he called "Quixotic" or "Emma-Bovary" or "Blimberism." On the other hand, Smith argued if readers wouldn't play as "the narrative reader" but as "the authorial reader," they couldn't get the point of the story, and couldn't respect not only characters and narrator but also the author of the story. Rabinowitz also emphasized the rhetoric of fragile texts, and suggested that we teachers of fictions must resist what he called "the Doctorine of the Macho Text," and consider the fragilities of fictional texts for comprehending any other reader's comprehention. In conclusion, some suggestions for reconstructioning teaching and learning of fictions were suggested as follows ; 1)For respect to the author, we must recognize the effectiveness of "the authorial reader" concept in reading act. ; 2)For respect to the narrators and the fictional characters, we must develop literary reading process founded by the triadic relations with practical reader, "the authorial reader" and "the narrative reader" ; 3)For respect any other peer-readers, we should develop teaching practices holding perspectives to fragilities of fictional texts.
著者キーワード
読者
作者側の読者
物語読者
フラジリティ
文学教育
rader
authorial reader
narrative reader
fragility
teaching of literature
NDC分類
文学 [ 900 ]
言語
日本語
資源タイプ 紀要論文
出版者
広島大学大学院教育学研究科
国立情報学研究所
発行日 2004-03-28
出版タイプ Version of Record(出版社版。早期公開を含む)
アクセス権 オープンアクセス
収録物識別子
[ISSN] 1346-5546
[NCID] AA11618725