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Title :「責任の移行モデル」を踏まえた読み聞かせ指導の試み
Title alternative :Attempts to teach new methods of reading aloud to children, based on the model of gradual release of responsibility
Authors :峰本, 義明
Publisher :新潟青陵学会
Issue Date :Mar-2018
Journal Title :新潟青陵学会誌
Volume :11
Issue :1
Start Page :46
End Page :57
ISSN :1883-759X
Abstract :In Japan, the traditional way of reading books aloud to children has been for teachers to simply read the story as written, without varying their voice quality or using gestures, to students who just listen quietly. New techniques for increasing student understanding and involvement have been developed, including the“ think-aloud,”“ interactive read-aloud” and“ shared-reading” methods, but these alternative methods are still not in general use by day-care, kindergarten and elementary-school teachers. This paper therefore presents the results of preliminary investigations, based on the model of gradual release of responsibility (the gradual transfer of responsibility for the students’ learning from the teacher, to the students themselves), of the author’s introduction of various reading-aloud techniques in classes taught to children, as well as in professional-training sessions for teachers (as part of their teaching-license refresher courses), and having these teachers consider ways these new techniques could be integrated into their lesson plans. Preliminary results based on these teachers’ reactions seem to indicate their increasing openness toward the use of a greater variety of reading-aloud techniques. However, the teachers did not seem to fully grasp the importance of these techniques as instructional methods which accord with the model of a gradual release of responsibility.
日本での読み聞かせは声色や身振りなどを使わない「静聴型読み聞かせ」が多い。これに対して、「考え聞かせ」、「対話読み聞かせ」、「いっしょ読み」などの読み聞かせの可能性を広げる方法の提案がなされている。しかし、現状では保育士や教員たちにこれらの読み聞かせ方法の普及は進んでいない。そこで本稿では研究の初期段階として、学びの責任を教師主導から次第に子ども中心の学びへと移す「責任の移行モデル」を踏まえ、筆者が担当する授業実践や教員免許状更新講習を通して、学生や教員に様々な読み聞かせの手法を紹介し、それらを自身の指導計画にどのように取り入れていくかを考えさせることとした。その結果、学生・保育士・教員に多様な読み聞かせを活用していこうとする態度が向上したことが示唆されたが、責任の移行モデルを踏まえた指導法の意義について十分認識させるには至らなかった。
Keywords :Model of Gradual Release of Responsibility
read-aloud
think-aloud
interactional read-aloud
shared reading
責任の移行モデル
読み聞かせ
考え聞かせ
対話読み聞かせ
いっしょ読み
Type Local :Journal Article
Language :jpn
URI :http://hdl.handle.net/10623/74808
Appears in Collections:01 Journal of Niigata Seiryo Academic Society

Please use this identifier to cite or link to this item: http://hdl.handle.net/10623/74808

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