Relationship between the Actual Situation of Clues for Building Situational Models and the Difficulty Level of Teaching Materials in Informational Text Reading Instruction

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K02763
• 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: Fukuoka University of Education
• Principal Investigator: AOYAMA Yukinori 福岡教育大学, 大学院教育学研究科, 教授 (00707945)
• Project Period (FY): 2019-04-01 – 2022-03-31
• Keywords: 説明的文章 / カリキュラム開発 / 教科書教材 / 難易度

Outline of Final Research Achievements

The purpose of this paper is to examine what kind of difficulty the structural characteristics of elementary, junior, and senior high school Japanese language textbooks make people feel when they read informational textbooks.
To begin with, this paper clarifies structural features such as hierarchical structure, nested structure, and basic cohesion seen in informational text teaching materials of elementary and junior high schools.By examining informational text of high schools, it was suggested that the structure of informational text can be explained by the fundamental cohesiveness, that the structure is not particularly complicated compared with elementary and junior high schools, and that the viewpoints of things diversify as the grade goes up from elementary school to senior high school.In addition, we devised a method for preparing a reader's self-efficacy scale for reading informational text.

Free Research Field

国語科教育

Academic Significance and Societal Importance of the Research Achievements

小学校国語科教科書においては，構造的な複雑さ（階層構造，入れ子構造など）が難易度を決める要因として注目された。しかし，本研究において，中学校国語科教科書，高等学校国語総合教科書と範囲を広げて検討を重ねていくと，単に構造的な複雑さだけが難易度を決める要因とは考えにくいことが明らかとなった。様々な構造によって顕在化する筆者のものの見方の多様さ（相対的な論証過程など）が中学校や高等学校の教科書教材には見られ，難易度を決める要因になっていた。
これらの研究成果は，説明的文章読解指導に係るカリキュラム作成を進める上で，テクストの面から見た，スコープとシークエンスを設定するための基礎データになる。