小説の読みの対話的な交流における「専有」
2010 年 68 巻 p. 43-50
詳細
2010 年 68 巻 p. 43-50
Methods of encouraging students to be adequate readers of Narrative Reading Instructions were investigated and how students learn to read through narrative interactions were clarified by observing tenth-grade students during their classes. The processes of interaction among students were analyzed by focusing on actions mediated by them from the perspective of Wertsch's concept of "appropriation." Results indicated the following. (1) Learners repeatedly experience the reading of text by others during participation in collaborative activities to elaborate reading. (2) Learners borrow the reading strategies that contribute to such collaborative actions from other learners. (3) Learners appropriate other learners' reading strategies by using them repeatedly through dialogical interactions.
