漢文を「読む」「理解する」ための学習過程の探究 : 富永一登「『孤』を用いた文学言語の展開－陶淵明に至るまで－」を手掛かりに

どうすれば高校生は漢文を読めるように，そして，理解できるようになるのだろうか。また，そのために教師はどのような指導をすればよいのだろうか。この問いに対する1つの答えを得るために，研究論文の構成・構造の分析や関連専門科学の基礎概念・基礎理論による読解を通して研究論文の作成過程を導き出し，学習者の学習過程への変換を試みる。対象の研究論文は，富永一登「『孤』を用いた文学言語の展開―陶淵明に至るまで―」（『未名』22号, 2004）である。結果，研究者の学習過程を7段階で示し，各過程における具体的な思考法を整理することができた。これを踏まえて，高校生が自ら漢文を「読む」「理解する」ことができるよう導くための教材開発のあり方を提案している。中でも鍵となるのは，学習者はもちろん，教師が作品に「興味を持つ」ことである。これまで実践されてきた漢文の授業をふり返ると，表面的な読み取りにとどまり，本文を深く読むという段階にまで進んでいないのが実情であった。本稿では，従来の漢文学習の抱える課題を克服する1つのヒントを見出した。

How do high school students become proficient readers of the Chinese classics? And what kind of teaching methods could make students be such proficient readers? In order to resolve these questions, this study aimed to grasp the thinking process in an expert’s research paper as for eliciting a model of learning process for students through an analysis of the structure of the research paper and examining basic concepts and theory in the related field. The target research article was Kazuto Tominaga’s “Progressing of Literary Language that Uses ‘Hu’ up to Tao Yuanming”(published in Wei Ming, 22, 2004). The expert’s learning processes were organized in to 7 stages, and his thinking methods at each stage were described concretely. Based on this, the current article suggested how teaching materials should be developed so that high school students can attain “reading” and “understanding” of the Chinese classics. The key is for the teacher as well as the learners to “become interested” in the literary work they read. Looking back at the teaching practices of the Chinese classics in schools to date, students’ learning often stopped at the surface level understanding without progressing to the level that called for a deeper understanding of the text. The current study suggests one strategy to overcome the challenges of teaching the existing Chinese classic studies, and to make a breakthrough to develop students into proficient readers of Chinese classics, for ensuring their rich language life.