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インタビューによる読解表象の把握の試み─読解方略は読者によってどのように用いられたか─
http://hdl.handle.net/10742/00003084
http://hdl.handle.net/10742/000030844fcb555d-ec3b-44bf-b23d-b6a20c194b40
名前 / ファイル | ライセンス | アクション |
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JB-103-029.pdf (2.3 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2018-02-23 | |||||
タイトル | ||||||
タイトル | インタビューによる読解表象の把握の試み─読解方略は読者によってどのように用いられたか─ | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | An attempt to understand readers' reading representations : How did readers activate the reading strategies? | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 説明的文章 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 価値的読解 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 読解表象 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 読解方略 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 大学生 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | explanatory text | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | value-biased reading | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | reading representations | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | reading strategies | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | students in university | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者 |
舛田, 弘子
× 舛田, 弘子 |
|||||
著者別名 | ||||||
姓名 | MASUDA, Hiroko | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 本研究は,説明的文章における読解表象の形成について明らかにしようとするものである。読者との面接調査により,価値的読解を含む不適切な読解がどのような読みの過程の中で生じているのかについて理解することを目指す。研究参加者は大学3年生9名,文章を最初は独力で読んでもらい,読み終えた直後に質問を行うという手続きを繰り返した。結果として,1)各部分の読解表象には,「重要箇所」及び,「本文の言い換え・解釈・意見/感想」(生成)が利用されたのに対し,全文の読解表象には,「重要ではないが気になる箇所」が利用され,論理操作や推測がなされる傾向にあった。2)総じてトップダウン的な読解方略も,ボトムアップ的な読解方略も適切には利用されていなかった。これらについて教育心理学的な援助を考えていくことが望まれる。 | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This article aims to clarify how readers construct the reading representations on explanatory text. It is intended to understand the reading processes in which the inadequate reading, including value-biased reading occur by using the reading and interview session. The participants(Ps)are 3rd year students in university; Repeatedly, Ps are asked to read the text at first by themselves(reading session), then to answer some questions on the text immediately after the reading session (interview session). Their utterances in the interview session are analyzed. Results are as follows;1) though the parts of “significan(t to understand this text)” and of “generated(from this text)” are likely to be utilized to construct reading representations of the parts of the text, the part of “non-significant but impressive”, “the logical operation”, and “the guessing” are likely to be utilized for the reading representations of whole text. 2)On the whole, neither the top-down strategy nor the bottom-up strategy is not utilized appropriately by Ps. To develop instruction for these difficulties from the views of educational psychology is needed. | |||||
内容記述 | ||||||
内容記述タイプ | Other | |||||
内容記述 | 論文 | |||||
内容記述 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Article | |||||
書誌情報 |
札幌学院大学人文学会紀要 = Journal of the Society of Humanities 号 103, p. 29-45, 発行日 2018-02-01 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0916-3166 | |||||
その他のタイトル | ||||||
その他のタイトル | An attempt to understand readers' reading representations : How did readers activate the reading strategies? | |||||
出版者 | ||||||
出版者 | 札幌学院大学総合研究所 = Research Institute of Sapporo Gakuin University | |||||
資源タイプ | ||||||
内容記述タイプ | Other | |||||
内容記述 | Bulletin |