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ID 41618
本文ファイル
別タイトル
Why Reading Literature in Language Arts Curriculum Still Matters : From some considerations of contemporary discussions on literature instruction in US
著者
山元 隆春 大学院教育学研究科 広大研究者総覧
キーワード
teaching literature
critical pedagogy
problem-based learning
service learning
文学教育
批判的教育学
PBL
サービスラーニング
NDC
教育
抄録(英)
In this paper, through examining Janet Alsup’s A Case for Teaching Literature in the Secondary School, I explored the problem on aims and objectives for literature instruction, and considered a radical question, “why reading literature in Japanese language arts curriculum still matters?” Alsup also considered such a question with rich references from studies on literature instruction in US, cognitive psychology, primatology, cognitive narrative studies, and so on. Alsup provide a view of literature instruction in secondary schools with considering a question, “what literature can DO?” She found out four essentials by investigating contemporary literary pedagogy, these are, “identification,” “empathy,” “critical thinking,” and “social action.” As conclusion, I suggested that we should learn from educational suggestion in various disciplines, i.e., critical pedagogy, education of social justice, problem-based learning, or service learning, for developing more fascinating lessons of literature. For nurturing students to the holistic readers, and providing them to the holistic preparation for life, literary reading and responding in literature instruction could be still matters. Encouraged from Alsup’s affirmation, I concluded that we should have further explorations of the functions of literary works for eliciting students’ discoveries for living. This work was supported by JSPS KAKENHI Grant Number JP15H03503
内容記述
本研究はJSPS科研費JP15H03503の助成を受けたものである。
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
65号
開始ページ
99
終了ページ
108
出版年月日
2016-12-22
出版者
広島大学大学院教育学研究科
ISSN
1346-5554
NCID
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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