252 research outputs found

    徒然草・序段

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    巻頭言

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    Version (4) of Reading: The site of discourse creation

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    本稿では,国語科の「読むこと」の授業過程を“パフォーマンス課題-評価”の教育評価過程と捉え,コンピテンシー育成に向けてパフォーマンスの「質」,ひいては認知プロセスの「質」を問う一般評価基準の観点を検討する考察の第4稿である。「読むこと」におけるパフォーマンスの「質」には,“読み”の型(=読み方)が深くかかわっている。ここでは,第1稿でモデル化した“読みのヴァージョン”の第Ⅲヴァージョンを踏まえて,テキスト形成の言語過程における言説創造の現場に接近する“読み”を取り上げ,これにそくした観点試案を提示した。This study continues our exploration of the learning processes for types of reading in Japanese classes by assessing performance using educational assessments. The perspective of the Public Assessment Standard was considered to measure the quality of the performance and the process of recognition in improving reading competency. The quality of performance in the reading class, i.e., through “a child’s thoughts and expression” is related to the model or style of reading deeply. In this study, which is based on the third version of reading as modelled into three types in our first study, we examine an approach to the site of discourse creation in the process of text formation. A tentative plan is proposed for improving the learning process of reading from an assessment perspective in accordance with this version of a reading hierarchy

    宇治拾遺物語 : 序文を読む <教材発掘>

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    Version of Reading II: Point of View of Narrative Dynamism

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    本稿は,国語科の「読むこと」の授業過程を〝パフォーマンス課題-評価〟の教育評価過程と捉え,コンピテンシー育成に向けてパフォーマンスの「質」,ひいては認知プロセスの「質」を問う一般評価基準の観点を検討する考察の第2 稿である。「読むこと」におけるパフォーマンスの「質」には,〝読み〟の型(= 読み方)が深くかかわっている。ここでは,前稿でモデル化した〝読みのヴァージョン〟の第3 ヴァージョンを踏まえて,テキスト生成の言語過程を捉える〝読み〟を取り上げ,これにそくした観点試案を提示した。In this second study, I continue my research into the learning processes of reading in Japanese classrooms as an educational assessment process using the Performance Assessment. I also consider the Public Assessment Standard as a measure of the quality of the performance and the quality of the recognition process, to improve overall competency. The quality of performances in reading, namely “a child’s thought and expression” is connected with the model (style) of “deep reading”. In this paper, based on the third version of the reading that I investigated using three models in my previous study, I examine the narrative process for giving form to the text, and propose a plan regarding perspectives for assessment in accordance with this version of the reading hierarchy

    The Version of Reading : The Point of View of the Performance Assessment

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    本稿では,国語科の「読むこと」の授業過程を〝パフォーマンス課題-評価〟の教育評価過程と捉え,コンピテンシー育成に向けてパフォーマンスの「質」,ひいては認知プロセスの「質」を問う一般評価基準の観点を検討する。「読むこと」におけるパフォーマンスの「質」には,〝読み〟の型(=読み方)が深くかかわっている。ここでは,その3類型を〝読みのヴァージョン〟としてモデル化し,それらの階層性にそくした観点試案を提示した。In this research, I regard the learning process of reading in Japanese classes in Japan as form of educational performance assessment. I use the benchmark of the Public Assessment Standard to measure the quality of the performance and the quality of the comprehension process, for competency upbringing. The quality of performance in reading classes, namely “a child thought and expression” is connected with the model or style of reading deeply. I modelled three methods or versions of reading, and proposed a tentative plan concerning the points of view for assessment in accordance with the version hierarchy of reading

    『宇治拾遺物語』の〈空所〉(1) : 序を読む

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    巻頭言

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    和歌の詩化 : 〈言葉による見方・考え方〉の働かせ方

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