文学の読みのカリキュラムに関する検討

Some Considerations on the Features of Effective Literature Curriculum for Developing Reading Abilities

大野 響

山元 隆春

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 paper is to consider the curriculum from the teacher’s point of view and the curriculum from the learner’s point of view in the curriculum studies of literary reading. In the area of curriculum studies, the question of how to balance these two positions has been pointed out so far. There are many studies aimed at planning reading skills in advance and arranging them systematically. However, problems have been pointed out in the systematization of reading skills. In addition, the actual situation of learners was rarely analyzed. In other words, curriculum studies from the learner’s point of view becomes an issue in curriculum studies of literary reading. Therefore, I considered the analysis of “the experienced curriculum” of the learners in the Japanese language of high school by Masahiko Inoue (2008). From the learner’s point of view, the life situation of the learner is closely related to literary reading, and it was shown that it is important to be aware of the connection between the literary work and the life situation. Therefore, it may be important for curriculum studies in literary reading to be aware of the connection between the planned curriculum by the teacher and the experienced curriculum by the learner.

literary

reading

curriculum

the experienced curriculum

文学

読むこと

カリキュラム

経験されたカリキュラム

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2020 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086