Teachers' five roles in scaffolding students' reader response : Analysis of approaches to studying literature using Dazai's short story "Hashire Merosu"
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- KATSUTA Hikaru
- 筑波大学大学院:日本学術振興会
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- IIDA Kazuaki
- 宇都宮大学
Bibliographic Information
- Other Title
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- 生徒の読者反応を支援する教師の役割 : 単元「文学の学び方~『走れメロス』による~」の分析
- セイト ノ ドクシャ ハンノウ オ シエン スル キョウシ ノ ヤクワリ : タンゲン 「 ブンガク ノ マナビ カタ : 『 ハシレ メロス 』 ニ ヨル 」 ノ ブンセキ
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Abstract
According to reader response theory, a teacher's role is not to teach a particular interpretation or response, but to scaffold the students' reader responses. This study investigates that role. For the analysis, I observed lessons (19 hours of data) of junior high school third-grade students. Based on grounded theory, the results revealed that teachers who scaffold students' reader responses typically play five roles. Furthermore, I found a relationship between the students' task and the specific role adopted by the teacher. However, when engaged in conversation with students, teachers dynamically alternate among the five roles.
Journal
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- kokugokakyouiku
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kokugokakyouiku 76 (0), 15-22, 2014
Japanese Teaching Society of Japan
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Details
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- CRID
- 1390282680800870528
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- NII Article ID
- 110009861393
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- NII Book ID
- AN00087731
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- ISSN
- 21899533
- 02870479
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- NDL BIB ID
- 031725050
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed