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

儿童解释性文本阅读的认知发展研究及实验教材

• 批准号: 06680239
• 负责人: IWANAGA Masafumi
• 金额: $ 1.41万
• 依托单位: YAMANASHI UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1994
• 资助国家: 日本
• 起止时间: 1994 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-06680239/
• 关键词: Japanese language education; Expository text; Reading; Development of teaching material; Children studies; Cognition development; Shema theory; Expositoy text shema; 教材研究

This study covered the following during 1994 and 1995 :1.Reading materil for pre-school children and teaching material at the start-up period in grade schools were used in a survey which was conducted on the children's reading envioronment in regard to expository texts. It was concluded as a result that the pre-school reading material are of higher development in sentence structure, sentences therein being longer, as compared to those of pre-school children. In sense of structural development, the teaching materials for the 1st grade childrenmay be classified into three categories ; viz ; those 1) possessing similarity with stories, 2) consisting of questions and answers, and 3) enumerate facts.2. Analysis were made of understanding-process of expository texts by the children of 2nd and 4th grades. The following have been clarified : (1) While the 2nd grade children attempt to read the expository texts as they do the stories to result in misunderstanding, the 4th grades children are ca … More pable to read as matured as they are, along objectives of the expository texts. (2) Factors leading children to misunderstand are largely because of difference between contents of the texts (sentences) and the children's existing knowledge, rather than emphasized guidelines of the course of study. (3) To follow-through the foregoing, it should be necessary to emphasize formulation of the children's expository text shema, rather than emphasized course of study, when preparing teaching materials.3.Another survey was made of children in 1st nad 4th grades, for inter-relations between development of children's expository text shema and structural development of teaching materials. As a result of survey for teaching material in three different types, it was clarified that expository notes consisting of questions and answers are better understood at the start-up periods in grade schools more or so than the story-type expository texts. However, as growth of expository text shema advance further for the 4th grade children, their understanding become irrelevant to structural development of expository texts.4. On basis of results of above-mentioned 1 through 3, trial expository teching materials were prepared for application in phases where start-up period and expository text shema are formulated to a certain extent. Less

1994年至1995年的研究内容如下： 1、利用学前儿童阅读材料和小学启蒙期教材，对儿童说明性文本的阅读环境进行调查。结果表明，与学龄前儿童相比，学前阅读材料在句子结构上有更高的发展，句子更长。从结构发展的角度来看，一年级儿童的教材可分为三类：即； 1）与故事相似，2）由问题和答案组成，3）列举事实。2．对二、四年级儿童对说明文的理解过程进行了分析。澄清了以下几点：（1）二年级的孩子在讲故事的同时试图阅读说明性文本，从而导致误解，而四年级的孩子则可以按照说明性文本的目标，像他们一样成熟地阅读说明性文本。 (2)导致孩子产生误解的因素很大程度上是因为课文(句子)的内容与孩子已有的知识存在差异，而不是强调学习的指导方针。 (3)为贯彻落实上述要求，在编写教材时，应强调儿童说明性文本架构的制定，而不是强调学习课程。3、又对一年级、四年级的儿童进行了调查，了解儿童说明性文本架构的发展与教材结构发展之间的相互关系。对三种不同类型教材的调查结果表明，由问题和答案组成的说明性笔记在小学的入门阶段比故事型说明性文本更容易理解。然而，随着四年级儿童解释性文本的发展进一步推进，他们的理解变得与解释性文本的结构发展无关。4．在上述1至3的结果的基础上，准备了试用说明性技术材料，用于在启动期和说明性文本方案已制定到一定程度的阶段使用。较少的

项目成果

MASAFUMI IWANAGA: "Some Problems of Expository Text as a Teaching Material for beginners in Elementary School Education." GAKEGEI KOKUGO-KOKUBUNGAKU. VOL.28. 35-41 (1996)

MASAFUMI IWANAGA：“说明文作为小学教育初学者教材的一些问题。”

MINORU UMEZAWA: "How the 2nd graders Accept Expository Text?" MEMORIES OF THE FACULTY OF LIBERAL ARTS & EDUCATION. VOL.45. 104-112 (1995)

Minoru UMEZAWA：“二年级学生如何接受说明性文本？”

岩永正史: "児童の説明文スキーマの発達から見た入門期説明文教材検討の試み・2" 学芸国語教育研究. 13. 61-75 (1995)

Masashi Iwanaga：“从儿童解释性写作图式的发展角度审视介绍性解释性写作材料的尝试 - 2”《学艺日语教育研究》13. 61-75 (1995)。

梅澤実・岩永正史: "小学校2年生は説明文をどのように読むのか" 山梨大学教育学部研究報告. 45. 104-112 (1995)

Minoru Umezawa和Masashi Iwanaga：“二年级小学生如何阅读解释性文本？” 山梨大学教育学院研究报告 45. 104-112 (1995)。

岩永正史: "説明文スキーマの発達から見た入門期説明文教材検討の試み・2" 学芸国語教育研究. 13. 61-75 (1995)

Masashi Iwanaga：“从解释性文本图式的发展角度审视介绍性解释性文本材料的尝试 - 2”Gakugei Japanese Language Education Research (学艺日语教育研究) 13. 61-75 (1995)。