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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  • 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

  • kokugokakyouiku

    kokugokakyouiku 76 (0), 15-22, 2014

    Japanese Teaching Society of Japan

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