特集論文：読書教育の新しい試み
説明的文章における「批評読み」から「読書」へ
2009 年 52 巻 3 号 p. 103-112
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2009 年 52 巻 3 号 p. 103-112
New governmental guidelines on teaching in schools were made public in March 2008. For those who teach in schools, one major issue now is how to cultivate within children capacities for learning, utilization, and exploration. This paper proposes a method, called critical reading and view exchange with other readers, designed to facilitate the acquisition and utilization of basic and fundamental knowledge and skills by pupils through lessons using descriptive sentences, with emphasis on developing capacities to understand sentence structures and logic. The proposal focuses on when and how critical reading and view exchange with other readers should be practiced within elementary schools. The paper also seeks to provide perspectives for the future in terms of implementing new ways of guiding pupils to acquire reading skills.
Specifically, the paper first discusses the role of procedural knowledge in cognition, from the perspectives of acquiring and utilizing knowledge and skills. Then, drawing on the meta-cognition internalization model, the paper demonstrates how the critical reading and view exchange with other readers method provides a valid means of stimulating the development of a long-lasting capacity to understand the logic and structure of sentences. Furthermore, through analysis of previous critical reading studies in the area of Japanese language education,the paper attempts to clarify the roles and features of critical reading and view exchange with other readers and discusses the methodʼs goals. One first-year lesson-Comparisons among automobile-and one third―year lesson―Various uses of soybeans―are cited as practical examples to illustrate some details of the method. Finally, based on a discussion of lessons employing descriptive sentences in terms of their objectives and methods, the paper demonstrates the importance of advancing the critical reading and view exchange with other readers method as a general way to guide children in reading, rather than methods that simply teach how to interpret sentences.
