「物語り的因果性」に関する考察 : 物語教材の授業における「意味づけ発問」の分析から [in Japanese] A study of narrative causality : Focusing on comprehension questions for creating relation in the classrooms of literature [in Japanese]
Access this Article
Search this Article
The purpose of this paper is to propose the structure of relevance, in which the temporally separated event are connected each other, as a result of narrative causality interpreted reports in the classroom of literature. The learning process and attitude of students in class were analyzed, and comprehension questions which teachers asked students for creating relation in literary texts were discussed. Three kinds of relation were found to take a place when students would read literary texts; 1) Abstraction: relation of abstracting a dominant conception from phenomena imaged in parallel. 2) Pragmatics Coherence: interpretation of literary texts by discovering or creating contexts in the progress of reading. 3) Essential Intuition: a method to take out essences in phenomena. Taken together, these relations seems to function as the creative structuring which gives new meanings to literary texts, referring to an inner standard, not to an outer standard like taxonomy or semantics.
- 福山市立大学教育学部研究紀要 = Bulletin of the Faculty of Education, Fukuyama City University
福山市立大学教育学部研究紀要 = Bulletin of the Faculty of Education, Fukuyama City University 2, 117-125, 2014