この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/50177
広島大学大学院人間社会科学研究科紀要. 教育学研究 1 号
2020-12-25 発行
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
Abstract
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.
About This Article
内容記述
本稿は2020年3月に大野が広島大学大学院に提出した修士論文「文学の読みのカリキュラムに関する研究―学童期を中心に―」の内容の一部にもとづいている。
著者キーワード
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
権利情報
Copyright (c) 2020 人間社会科学研究科
Other Article
PP. 156 - 163
PP. 237 - 245
PP. 627 - 636