「走れメロス」の読解における対話的活動の効果 : 対話的で深い学びを実現する授業とは

The Effects of Conversation Activities with "Run, Melos !": Achieving Classes with Conversational and Deep Learning

西木英里

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MiharaEIKenkyukiyo_7_161.pdf

Abstract

本研究の目的は，「走れメロス」（太宰治著）の学習過程の中で，授業のどのような場面でどのような対話的活動をさせることが深い学びにつながるのかを，論じ合う対話「討論」を取り入れながらその効果を明らかにすることである。本研究は昨年度から，議論を通じて思考・理解を深めることができるという観点から，ペアやグループでの対話的活動を，自分の意見とは異なる多様な意見の存在を認識し，相互に取り入れ集団としての学習力を高められるよう意識して行った。意見が対立する場合は討論を用いて読み深め，それ以外は毎時間全体やペアなどの意見交流を取り入れていった。その結果，読みの深まりや多様化を見とることができ，昨年度と比較しながら，討論を取り入れた対話的活動の効果があることが確認できた。

Abstract

The purpose of this study is to think of when and how to introduce the conversation activities which can lead to deepen learning into the classroom. In addition, the purpose of it is also to reveal the effect of the conversation activities in the process of learning "Run, Melos !" (written by Osamu Dazai) This study was used conversation activities which deepen the students' abilities of considering and understanding since last year. These activities did through recognizing the various opinions from other students and improving their learning abilities in pairs and in groups. They discussed their own opinions when they conflicted their views for reading deeply. Except for it, they had spent time to exchange their views in pairs. As a result, we found the effects of conversation activities on the pupils' 'deepened and varied reading', and also found the effects on conversation activities more than last year.

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