Journal Article 中学校国語教科書における説明的文章教材のカリキュラム性 : 平成28年度版第1学年にみる「事実と意見」の表現から

舟橋, 秀晃

2pp.239 - 248 , 2016-03-15 , 大和大学
ISSN:2189020X
Description
「事実と意見の読み分け」については小学校から繰り返し指導事項に取り上げられているが,実際の指導には学年が進むにつれ段階性が求められるはずである。ただし管見によれば,中学校における具体的な指導の段階性について,現状ではあまり考慮されていない。そこで本稿では,中1における「事実と意見の読み分け」の指導のあり方を検討するために,国語教科書所収の中1の説明的文章教材の事実と意見の表現を教材ごとに分析した。5社の19教材を総合すると,既に世に広く知られた物事の仕組みや因果関係を筆者が読者の知識や経験に働きかけつつ説明する教材から,筆者自身が見出した発見の意義や価値を筆者が自身の行為や経験を踏まえて説明する教材へと向かう順序性が確認できた。その教材配列の順序に,客観的な教材から扱い始め,次第により主観的な教材へ向かうような,段階的指導の可能性を見出すことができる。
According to the Instruction Items in the Course of Study, Japanese language courses should teach how to distinguish "facts" from "opinions" in expository reading material. Though gradualism is indispensable, many teachers from primary to lower secondary schools seem to repeat a same explanation and classroom activity. This study aims to see the gradualism in expository reading materials on textbooks for the first grade in lower secondary school. Nineteen materials on 2016 Edition Japanese language textbooks from five publishers were chosen and "facts" and "opinions" representation in the expository reading materials were analyzed.The result shows that there is a gradual shift among the materials through the first year in lower secondary school; the materials for earlier semesters include more explicit factual representation such as the mechanisms or the causal relations of events that people already accept as "facts" and the later part of the textbooks includes more subjective representation where the distinction between "facts" and "opinions" are not very explicit. This finding suggests that teachers should start teaching the distinction between "facts" and "opinions" with objective materials and shift to more subjective materials to guide students to be a better learner.
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http://ir.lib.hiroshima-u.ac.jp/files/public/40818/2016083014033943356/JournalYU_2_239.pdf

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