著者

濵田 秀行 HAMADA Hideyuki ハマダ ヒデユキ

出版者

群馬大学教育学部

雑誌

群馬大学教育学部紀要. 人文・社会科学編 (ISSN:03864294)

巻号頁・発行日

vol.66, pp.37-49, 2017

著者

濵田 秀行 秋田 喜代美 藤森 裕治 八木 雄一郎

出版者

日本読書学会

雑誌

読書科学 (ISSN:0387284X)

巻号頁・発行日

vol.58, no.1, pp.29-39, 2016-03-31 (Released:2017-01-12)

参考文献数

10

被引用文献数

2

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This study investigates the effects of childhood reading experiences on adult consciousness, motivations and activities through structural modeling of their relations as mediated by individual annual income. Adult respondents (N=5,258, age range=20-69 years) completed a questionnaire and the results of analyses conducted for 2,589 respondents for whom annual income information was obtained suggest that childhood reading experiences have a relatively stronger influence on adult consciousness, motivations and activities than individual annual income. Moreover, the results of multiple population analysis conducted for 1,070 adults with less than ten years of work experience and 1,204 adults with more than ten years work experience indicate that (1) childhood reading experiences had strong influences on adult consciousness, motivations and activities in both populations, and (2) childhood reading experiences only had a significant effect on annual incomes for the group with more than 10 years of work experience. These results suggest that childhood reading experiences are important variables that impacts on the psychological fulfillment of adults. Thus, this study concludes that childhood reading experiences are strongly associated with adulthood consciousness, motivations and activities.

著者

濵田 秀行

出版者

University of Tokyo(東京大学)

巻号頁・発行日

2015-07-15

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学位の種別: 課程博士

著者

濵田 秀行

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.49, pp.347-355, 2010-03-10

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Recent studies on learrning activities in which students interact and exchange interpretations during narrative reading were reviewed from the perspective of metacognition. Such activities frequently take place during Japanese lessons in secondary schools. However, the pedagogical implications of this practice have not been clearly demonstrated. Past studies have indicated that: (1) Strategies that work during reading as a metacognition become activated in collaborative learning; (2) classroom discussions function as a basis for developing knowledge and skills of the students. Current studies suggest models of how reading narrative stories and interacting with each other deepens the students'understanding. Although, previous studies on narrative reading instructions focused on the structure of the stories, the effect of variables such as the resources available to support students'interpretations remains to be investigated. It is necessary to explore the thinking processes of students through inquiries that take the relationships between the delineations of the texts and their interpretations into consideration.