読みのヴァージョンⅡ : 語りのダイナミズムへ

本稿は，国語科の「読むこと」の授業過程を〝パフォーマンス課題－評価〟の教育評価過程と捉え，コンピテンシー育成に向けてパフォーマンスの「質」，ひいては認知プロセスの「質」を問う一般評価基準の観点を検討する考察の第2 稿である。「読むこと」におけるパフォーマンスの「質」には，〝読み〟の型（= 読み方）が深くかかわっている。ここでは，前稿でモデル化した〝読みのヴァージョン〟の第３ ヴァージョンを踏まえて，テキスト生成の言語過程を捉える〝読み〟を取り上げ，これにそくした観点試案を提示した。

In this second study, I continue my research into the learning processes of reading in Japanese classrooms as an educational assessment process using the Performance Assessment. I also consider the Public Assessment Standard as a measure of the quality of the performance and the quality of the recognition process, to improve overall competency.
The quality of performances in reading, namely “a child’s thought and expression” is connected with the model (style) of “deep reading”. In this paper, based on the third version of the reading that I investigated using three models in my previous study, I examine the narrative process for giving form to the text, and propose a plan regarding perspectives for assessment in accordance with this version of the reading hierarchy.