文献一覧: 藤森裕治 (著者)

9 0 0 0 OA 子どもの頃の読書が成人の意識・意欲・行動に与える影響世代間差に注目して

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

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.

2 0 0 0 OA 国語教科書にのぼる月文化リテラシーとしての「伝統的な言語文化」

著者: 藤森裕治
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.3, pp.133-146, 2016-10-31 (Released:2016-12-07)
参考文献数: 24
被引用文献数: 1

The purpose of this study is to review educational content in the teaching of “traditional language culture” based on the concept of Cultural Literacy (E. D. Hirsch), and to show the requirements to foster a literacy that is necessary to the understanding of traditional Japanese culture. To execute the purpose, an investigation and an analysis of the vocabulary, which should be acquired for understanding culture in Japanese language textbooks, were performed. The subject of the former was how the basic vocabulary appeared in textbooks, and the later was what cultural concepts the vocabulary represented. Moreover, this study selected words relevant to “Moon”, which was a one of key words in understanding traditional Japanese culture, and extracted them from the Japanese language textbooks (H. 23rd edition) for elementary schools.Four conclusions were drawn from the results of this investigation;1) Whereas the numbers of appearances of words relevant to “Moon” were 11 individual words occurring a total of 94 times in the textbooks of H. 18th edition, they were 28 individual words a total of 261 times in the H. 23rd edition, which, due to the matter of guidance for the education of Japanese language in Elementary schools, had “traditional language culture” implanted as a design focus.2) The appearance rate of the words was approximately 16% of the whole (42 words) in classics, approximately 19% (50 words) in poetry, and approximately 65% (169 words) in stories and non-fiction that were written in modern language.3) “Moon” is commonly considered symbolic of the autumn season, however, in the present elementary schools' Japanese language textbooks the vocabulary is used in relation to all seasons.4) The vocabulary relevant to “Moon” represented feelings of loneliness and symbolized the item of leading to a fantastic world as well as symbolizing seasons and representing elegance. The next point is implied by the previous conclusions.The vocabulary relevant to “Moon” in elementary schools' Japanese language textbooks appears throughout various types of texts. The vocabulary is uniquely symbolic of natural beauty in Japan across all for seasons, and has a symbolic character, which looms over those living in loneliness and isolation. These cultural concepts should be acquired through the learner-centered collaborative education by focusing on vocabulary relevant to “traditional language culture” embedded in various types of texts and learners' lives.

2023-07-13 21:58:41
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1 0 0 0 OA イギリスの読書教育

著者: 藤森裕治新井浅浩
出版者: 日本読書学会
雑誌: 読書科学 (ISSN:0387284X)
巻号頁・発行日: vol.56, no.1, pp.1-13, 2014-03-28 (Released:2017-02-08)
参考文献数: 8
被引用文献数: 1

The purpose of this paper is to present, as a reference for reading education within Japan, reports on different aspects of actual reading education within the United Kingdom. More specifically, the paper consists of two investigative reports. The first is an outline of a nationwide survey of reading conducted by the National Literacy Trust. According to that survey, four books a month represents a boundary level in promoting liking for reading and positive impressions of reading. Moreover, reading enjoyment influences children's reading abilities. The second report presents data obtained from interviews with 21 children attending English boarding schools. One particularly noteworthy aspect of the data is the range of activities for reading education devised at the schools, such as encouragement through a ‘reading hero’ award, peer reading together with an adult, the creation of reading space from converted double-decker, and combinations of reading and creative writing activities.

2020-05-15 19:19:35
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1 0 0 0 OA 社会的行為としての絵本読み聞かせ

著者: 藤森裕治吉永安里
出版者: 日本読書学会
雑誌: 読書科学 (ISSN:0387284X)
巻号頁・発行日: vol.61, no.2, pp.64-76, 2019-07-22 (Released:2019-08-24)
参考文献数: 28

The purpose of this research is to clarify what characteristics picture book reading activities in Kindergarten have regarding the development of children’s social personality. The research adopted is a discourse analysis methodology, through the social system theory of ‘Self Organization’.Main findings are as follows;(1) The reading of a picture book as a group activity in a kindergarten is experienced as a self-organized social act in which the following two reading actions are integrated;・Emergent and interactive reading activities through the presentation of illustrations and recitation of texts.・Reflective and autonomous reading behavior of children through the reading texts as participation in a social group activity.(2) Emergent and interactive reading activities are functionally in phase with interpersonal communication in real society.Reflective and autonomous reading practices are in phase with grasping, consciousness, and planning done autonomously in individual minds. Reading a picture book is an activity of spirally linking these two reading activities, and is an effective language activity for children to acquire the ability to cope with an unpredictable society.Conclusions are as follows;Even though a picture book reading activity is a one-time, interpersonal oral communication, picture books as an intermediary maintains consistency and universality. Children reflectively repeat experiences of autonomous reading of texts while following the rules of the reading activity and predicting or summarizing the structure and content of the story of the picture book. As a result, each reading experience is renewed and connected to the next reading of picture books.Through those activities, children will develop their social being, stimulate their meta-cognition, and will be more inclined to display meaningful self-expression.