Systematization of writing skills and development of writing curriculum based on students' language development

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K02673
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Bunkyo University (2023); Utsunomiya University (2019-2022)
• Principal Investigator: Morita Kaori 文教大学, 文学部, 教授 (20334021)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 作文技術 / 文章表現 / 相手意識 / 作文指導 / 作文評価 / 言語発達

Outline of Final Research Achievements

The aim of this research is to develop a writing curriculum that integrates students' language development with the systematized writing skills and their evaluation methods. The following three points are the results of the research.
(1) An international comparative analysis of students' writing in Japan and the UK was carried out from the perspectives of "awareness of the audience" and "communication strategies." It was found that Japanese students advance in grade level, they increasingly use expressions at the sentence structure level and a variety of communication strategies. (2)Through an international comparative analysis of writing curriculum, the appropriate sequencing of writing skills was examined, and a model for writing instruction was proposed. (3)The developmental process of metacognition related to self-assessment in writing was investigated. Additionally, an analysis of teachers' performance in evaluating writings revealed the need for developing evaluation criteria.

Free Research Field

国語科教育学

Academic Significance and Societal Importance of the Research Achievements

本研究の学術的意義や社会的意義は、以下の３点である。
(1)児童作文を日英２国間で国際比較分析し、作文に表出するコミュニケーション方略が多様化するという日本人児童の発達特性を明らかにした。(2)作文技術を情報活用と発達段階の観点で整理し、小中学校の授業モデルとして具体化した。これにより、情報活用能力を言語能力として捉え、発達的・系統的に育成するためのカリキュラムを提示した。(3)教師の作文評価パフォーマンスを分析し、児童生徒の言語表現を評価するための評価言の開発が必要であることを指摘した。ICT活用が進む学習環境において今後教師に求められるのは、指導言よりもむしろ評価言であると考えられる。