RESEARCH ON CHILDREN'S COGNITION DEVELOPMENT CONCERNING READING OF EXPOSITORY TEXT, AND EXPERIMENTAL TEACHING MATERIAL BASED ON THE FOREGOING AT THE TIME OF PRIMARY SCHOOL ENTRY

小学入学时儿童解释性文字阅读的认知发展研究及以此为基础的实验教材

基本信息

批准号：
13680288
负责人：
IWANAGA Masafumi
金额：
$ 1.73万
依托单位：
UNIVERSITY of YAMANASHI
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2002
项目状态：
已结题

项目摘要

Accomplishments as a result of research conducted during years 2001 and 2002 are as follows:1. Survey has been made on strategy of explanation applied in composition of expository text by the university students. Such results were applied as indicators to grasp various phases of cognition development of school children concerning reading-understanding of expository tests.2. A survey has also been made on development structure of expository text material of Japanese language textbooks during the post-War period to the present. As a result, two text material with distinctive features were discovered, concerning inducing school children into expository text material. These two are; "Dobutsu-en (Zoo)", Tokyo Shoseki, 1952~1976, and "Norimono (Vehicles)", Mitsumura Tosho, 1958~1976.3. In search of the actual conditions in guidance over expository texts at the time of primary school entry, following two points were clarified:(1) Cases were rather rare where expository text material at the time of primary school entry are made object of study by the teachers.(2) Teachers do not accept expository text material at the time of primary school entry as "genuine expository texts", but utilize them in guidance of reciting, sentence construction, and induction from picture book to reading material which are substantially sentences.4. Conducted a survey on development structure of expository texts of "kinda Book", a preschool children's magazine. As a result, presence of various stereotypes are noted in the opening part not different from those expository text material used by primary schools. Such fact suggests importance to have the readers participate in the texts when conducting explanations.

2001年和2002年的研究成果如下： 1．对大学生说明文写作中运用的解释策略进行了调查。以此结果作为指标来掌握学童对解释性测试阅读理解的认知发展的各个阶段。 2．对战后至今日语教科书说明性文本材料的发展结构也进行了调查。结果发现了两种具有鲜明特色的文本材料，涉及引导学童进入说明性文本材料。这两个是；《动物园》，东京庄石，1952~1976，《车物》，光村东照，1958~1976.3。针对小学入学说明文指导的实际情况，明确了以下两点：（一）小学入学说明文材料被小学教育作为研究对象的情况较少。 (2)教师并不将小学入学时的说明性文本材料视为“真正的说明性文本”，而是将其用于指导背诵、造句、从绘本到阅读材料的归纳等，这些材料实质上是句子.4.对学前儿童杂志《kinda Book》说明文的发展结构进行了调查。因此，在开头部分就注意到存在各种刻板印象，与小学使用的说明性文本材料没有什么不同。这一事实表明，在进行解释时让读者参与文本的重要性。