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年期间进行的研究成就如下：1。已经对大学生的说明文本组成的解释策略进行了调查。这种结果被用作指标，以掌握学科儿童认知发展的各个阶段，这些阶段在读书测试中的阅读范围内。2。在战后期间，日本语言教科书的说明性文本材料的发展结构也进行了调查。结果，发现了两种具有独特特征的文本材料，这些材料涉及诱使学童进入说明性文本材料。这两个是；东京Shoseki，1952年〜1976和“ Norimono（车辆）”，Mitsumura Tosho，1958年〜1976.3。为了在小学入学时在指导中的实际条件中，澄清了两个点：（1）在小学入学时向外文本材料进行启动文本材料的情况很少见。基本句子4。对学龄前儿童杂志“ Kinda Book”的说明性文本的发展结构进行了调查。结果，开场部分中指出了各种刻板印象的存在与小学使用的说明性文本材料没有什么不同。这样的事实表明，在进行解释时，重要的是让读者参与文本。