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ID 22787
本文ファイル
別タイトル
A study on the Process of Writing a Text Introduction for Elementary Students
著者
古本 裕美
キーワード
writing a text introduction
elementary students
process of writing
metacognitive activities
situation model
紹介文作成
小学生
産出過程
メタ認知的活動
状況モデル
NDC
教育
抄録(英)
This research examined how a specific reading purpose, i.e. introducing the text to elementary students, affects the readers' comprehension and how they write a text introduction. Participants were 11 graduate school students who were all native speakers of Japanese. The participants were asked to perform the following tasks: (1) evaluation of the degree of importance of each idea unit in the following cases: "overall understanding of the text" and "introduction of the text content to an elementary student", (2) writing a text introduction for elementary students, and (3) evaluation of their meta-cognitive activities while writing an introduction. There are 4 major findings: (a) in the rhetorical aspect, readers pay attention to the simplicity of the vocabulary, expressions, and structure of the text introduction, (b) content-wise, some participants added concrete examples easily understood by elementary students while some did not, (c) as a result of (b), the constructed mental representation can be divided into two levels: textbase and situation model, and (d) although the cognitive load is high, the act of introducing or explaining to others has a positive effect on one's own level of understanding since a more coherent representation is constructed.
掲載誌名
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
56号
開始ページ
227
終了ページ
233
出版年月日
2007-12-28
出版者
広島大学大学院教育学研究科
ISSN
1346-5554
NCID
SelfDOI
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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