FUNDAMENTAL STUDY ON THE METHOD FOR INSTRUCTING EXPOSITORY SKILL UNDER ICT CONDITION.

摘要本研究旨在探讨资讯通讯科技（ICT）对说明文技巧的教学方法。本研究包括以下三个部分：(1)说明文技巧的教学方法及其评价；(2)对信息通信技术情境下经常使用的非连续文本的理解方法；(3)表达技巧的教学方法及其评价。(1)说明文技巧教学及其评价方法的研究，对40名大学生进行了为期4个月的说明文写作练习。结果，在具体设定读者的情况下，“重写”练习是最有效的。此外，我们为儿童制作了12个测量元识别知识的清单项目。通过问卷调查和实践研究，我们发现说明文技能与元识别知识之间存在着密切的关系。(2)幼儿在判断非连续文本的可理解性时，受学习风格的影响。此外，眼动研究发现，当我们阅读非连续文本时，焦点存在个体差异。(3)在演讲技巧方面的学习，对40名大学生和30名儿童进行了4个月的演讲指导。我们检查了自我评价和另一个人对技能的评价在课程前后的变化。结果，学生和孩子们在“演讲主题”和“结论的清晰性”方面都做出了很大的改变。

The purpose of this study is to examine the method of instruction for expository skill with information communication technology (ICT). The study consists of following three parts: (1) a method of instruction for the expository skill and its evaluation, (2) a way of the understanding of non-continuous texts that were frequently used under ICT situations, (3) a method of instruction for the presentation skill and its evaluation.(1) Studying method for instruction of expository skill and its evaluation, I carried out the composition exercises of expository texts to 40 university students for four months. As a result, the "rewrite" exercise, under setting a reader concretely, was the most effective. In addition, we made 12 inventory items for children which measured knowledge of the meta-recognition. As a result of questionnaire and practical study, we found that an expository skill and knowledge of the meta-recognition were strongly related.(2) When children judged the understandability about non-continuous texts, the judgment was affected by their learning styles. In addition, from eye movement study, the individual difference of focusing was found when we read non-continuous texts.(3) Studying for presentation skill, I performed presentation instruction for 4 months both 40 university students and 30 children. And we examined how self-evaluation and another person's evaluation of the skill changed before and after the session. As a result, both students and children were made much of change in terms of "presentation theme" and "clearness of conclusion".