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日本語教育におけるピア・レスポンスの研究 : 有効性と自律性の観点から
http://hdl.handle.net/2297/31556
http://hdl.handle.net/2297/315569bf1686e-ed34-4a5e-8103-6e6fced98bd2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
HU-Thesis-TANAKA-N-199.pdf (912.2 kB)
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| Item type | 学位論文 / Thesis or Dissertation(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-10-05 | |||||
| タイトル | ||||||
| タイトル | 日本語教育におけるピア・レスポンスの研究 : 有効性と自律性の観点から | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_46ec | |||||
| 資源タイプ | thesis | |||||
| 著者 |
田中, 信之
× 田中, 信之 |
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| 著者別表示 |
Tanaka, Nobuyuki
× Tanaka, Nobuyuki |
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| 書誌情報 |
金沢大学人間社会環境研究科博士論文 p. 199p. |
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| 学位授与機関 | ||||||
| 学位授与機関名 | 金沢大学 | |||||
| 学位授与年月日 | ||||||
| 学位授与年月日 | 2011-09-01 | |||||
| 出版者 | ||||||
| 出版者 | 金沢大学人間社会環境研究科 / 金沢大学 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of essay writing guidance in Japanese language education is not only to improve the student’s ability in essay writing but to also enhance the student’s autonomy, or sense of self-responsibility when writing. Students carried out the peer response activity, were then surveyed and after analysing their responses, improvements were made to the peer response activity. In addition, the effectiveness of using peer response in feedback activities and whether the use of peer response leads to improvement in the student’s autonomy was reviewed. This study, based on the analysis of these 2 aspects, examined the significance of peer response in Japanese language education. After exploring the effectiveness of peer response, it was evident that peer response played a large influence in how students revised the organization and content of their essays. In order to carry out peer response activities effectively, it is implied that the method and content of instruction needs to be considered carefully. Furthermore, it was clear that students were able to judge the relevance of peer feedback and there were indications that this activity contributed to how students revised their work from peer response. It was understood that students adapted to peer response from analyzing their reflective writings after carrying out the peer response activities. Students who were teacher dependent can adapt to collaborative learning, which leads to autonomous learners. This is a result of the effectiveness of peer response improving autonomy. Based on this study, it became clear the effectiveness feedback has on peer response and at the same time, the possibilities as an activity to cultivate an autonomous writer. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 金沢大学博士学位論文 田中信之, Theisis of Nobuyuki TANAKA | |||||
| 著者版フラグ | ||||||
| 出版タイプ | AM | |||||
| 出版タイプResource | http://purl.org/coar/version/c_ab4af688f83e57aa | |||||
