説明的文章の読解方略指導論の検討 : 条件的知識の観点から

The Consideration about Comprehension Strategies Instruction on Reading of Expository Texts : With a focus on conditional knowledge

古賀 洋一

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

In this paper, I considered about comprehension strategies instruction on reading of expository texts with a focus on conditional knowledge. First, I set up three critical conditions as follow, (1) goal of reading, (2) text, and (3) task. These conditions influence the use of conditional knowledge. Second, I theoretically considered the conditional knowledge instruction with a focus on "explicit instruction" "setting of two different types of context" "collaboration with others". As a result, I clarified that learning of conditional knowledge is facilitated when students read expository text in "multiple context" after they read "similar context". Finally, I considered two lesson practices which are conscious to conditional knowledge instruction as follow, (1) the lesson practice by Myke Rock which is picked up by Janice F. Almasi and Susan King Fullerton (2012), (2) the lesson practice by Yoshinori Takao which is picked up Seiji Tsuruda (2010). Through these considerations, I made the theory of conditional knowledge instruction specific as teaching and learning process.

Expository text

Comprehension strategy

Conditional knowledge

説明的文章

読解方略

条件的知識

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725