Masaru Sumida

type:Article 本稿は、「物語行為」すなわち「語りの作為性」と〈対話〉する読みの力を、中学校段階の学習者の上に「物語る力」の萌芽として形成する方途の開発を目的としている。「物語行為」と自覚的に出会うためのテクストとの〈対話〉方略は、その方略を分かち持つ教室という言語共同体との絶え間ない〈交流〉の過程によって有効に機能すると考えられる。そこで「語りの作為性」に焦点を当てた文学テクストとの〈対話〉を促進するために、回想構造を持つ文学テクストの「語り」を問題にする課題を設定し、小集団グループワークによる学習活動を実施した。話し合いプロトコルの分析を通して、〈交流〉の中でテクストとの〈対話〉が活性化され、「語りの作為性」と出会っていく学習者の姿を確認することができた。 The purpose of this paper is to clarify how to develop "independent" middle school readers who can use "narration" strategically in reading literary texts. Another purpose of this paper is to examine how effective it is for junior high school students to collaborate with other learners in the classroom.

In this study, we explored the complementarity of ignorance in the study of learning as a social act and as subject matter in Japanese language education. We explored the influences of "another reader" that reads the text and "another text" that the class has been read, and the resultant ways of reading. We adopted a "Vygotsky Space" as a lens of learning and explained the relation of "another reader" and "another text" through an analysis of learners' protocols in a study of "Takasebune" at an experimental Japanese class. It was found that learners needed peers to appropriate new cognitive tools, and when a learner transformed the cognitive tools into a new usage, they needed peers to talk about the new interpretation. In the "Takasebune" class, where learners compared two scenes chosen arbitrarily, we identified possibilities of new tool use and creating new interpretations. In addition, we identified the significant meanings of the teacher's behavior that influenced learners' study and that encouraged their "Appropriation".