語りに着目した学習指導の効果 : 「鏡」（村上春樹）の場合

本稿では，文学的文章における語り手の語りに着目した解釈の深まりにおいて，学習指導をどのように仕組めば，生徒は語り手の語りの効果から読みが深まることを理解し，得た方略を次の読みに能動的に生かそうとできるか，高等学校１学年の教材，小説「鏡」（村上春樹）を取り上げて検証した。結果，生徒の初読の感想と学習を終えての感想の変容から語り手の語りに着目することで読みが深まったと自覚し，過去の学習の経験を振り返って照らし合わせたり，次の読みに生かしたいという意欲を見取ることができる記述が見られた。

This paper aimed to identify the instructions that help students to understand the effect of a narrator’s narration, deepen their understanding, and encourage them to apply the reading strategy they have learned to their reading activities. The study was conducted using Murakami Haruki’s novel Kagami as the teaching matter. The changes in the students’ impressions between the first reading and the reading after receiving instruction indicated that the students’ understanding was deepened by a focus on the narrator’s narrative, and they became eager to make use of the reading strategy they had learned.