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ID 41623
file
title alternative
Issues and Perspectives in Critical Reading Instruction of Expository Text : The concept of "critical" frameworks
creator
Murai, Takato
subject
Expository text
Critical Reading
Critical Thinking
Critical Education
説明的文章
批判的読み
批判的思考研究
批判的教育研究
NDC
Education
abstract
This paper discusses various perspectives on the issue of critical reading instruction of expository text, examining six representative instruction theories. I construct the concept of “critical” frameworks by classifying critical thinking and critical education in a discussion of instruction theories. This framework is constructed by three components: the goal of critical reading; the target of critical reading; the content of teaching. In this framework, the goals of critical reading are “analytical” or “innovative”. The target of critical reading has four elements; argument, figure of speech, background, and ideology. The content of teaching has two elements; “reason” and “reflection”. Examination of six instruction theories revealed three types; (a) analytical and reasonable instruction, (b) analytical instruction involving reflection, and (c) innovative and reflective instruction. Type (a) is considered problematic in previous critical thinking research. Type (b) addresses the problems of type (a). In addition, type (c) incorporates social connectivity. Thus, I propose that it would be valuable for perspectives of critical reading instruction of expository text to further develop type (b) and type (c).
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 65
start page
149
end page
158
date of issued
2016-12-22
publisher
広島大学大学院教育学研究科
issn
1346-5554
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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