語りに着目した学習指導の効果

We attempted to deepen the interpretation of the narrative by focusing on the narrator’s words. Accordingly, we compared and verified the efforts of the first years of junior and senior high school. The results, showed an improvement in their comprehension levels. Furthermore, it was evident that there was a difference in the comparative analysis depending on the learning stages of the reading strategy, focusing on the narrative. For example, we tried to analyze what type of understanding would progress and how students would understand it. In the first year of high school, the reading skill that focuses on the narrative was acquired as a strategy, but in the first year of junior high school, it was acquired as knowledge, not as a strategy, which could be analyzed in the study.