「適応的なメタ認知能力」の育成を目指したコミュニケーション教育の提案

抄録

The lack of previous research on the educational objectives of communication education is one of the questions plaguing the Japanese language education scenario. Two perspectives regarding communication education in Japanese language education -"The mechanistic perspective" and "The interactionist perspective" -have recently been introduced, leading to a dilemma in the field regarding which perspective should be adopted. The purpose of this paper is to propose "adaptive metacognition" as an educational object that can integrate the two aspects. Moreover, on the basis of an analysis of the practice of discussion activities, the paper also considers the kind of learning activities that should be included in communication education toward cultivating "adaptive metacognition." With regard to the field of communication education, it is necessary to analyze the meaning of communication activities occurring in ordinary life for effective learning. This is because such communication activities are not conducted in the ideal manner, and thus analyzing them can foster effective learning in the study of "adaptive metacognition."