挿絵を含む教材の読解初期の動機づけ向上プロセス

PF053
教心第 56 回総会（2014）
1008450-11-05-20 18:26
ᤄ⤮ࢆྵࡴᩍᮦࡢㄞゎึᮇࡢືᶵ࡙ࡅྥୖࣉࣟࢭࢫ
㸫ど⥺ィ ࡟ࡼࡿ᳨ウ㸫
ᓥ⏣ⱥ᫛㸦ಙᕞ኱Ꮫ㸧
ィ ࡣ Ditect QG-PLUS ࢆ⏝࠸ࡓࠋ
ၥ㢟࡜┠ⓗ
ᓥ⏣࣭໭ᓥ(2008)ࡣࠊ㜵⅏࣐ࢽࣗ࢔ࣝࢆ㢟ᮦ࡜
ᐇ㦂ཧຍ⪅
኱Ꮫ⏕ 14 ྡ(⏨ᛶ 3 ྡࠊዪᛶ 11 ྡࠊ
ࡋ࡚ࠊᩍᮦㄞゎึᮇࡢ 2 ⛊㛫ࡢ▷᫬㛫࡟ࠊᩍᮦ࡟
19 ṓ㹼21 ṓ)ࡢ༠ຊࢆᚓࡓࠋ┦ᛶ࡟ࡼࡾ᫂ࡽ࠿࡟
ྵࡲࢀࡿᤄ⤮࡟ࡼࡾࠊࡼࡃㄞࢇ࡛ࡳࡓ࠸࡜࠸࠺ື
ど⥺ィ ࡀ࡛ࡁ࡞࠿ࡗࡓ 2 ྡࢆ㝖ࡁࠊ12 ྡࡢࢹ࣮
ᶵ࡙ࡅࡀྥୖࡍࡿࡇ࡜ࢆᐇ㦂ⓗ࡟᫂ࡽ࠿࡟ࡋ࡚࠸
ࢱࢆศᯒᑐ㇟࡜ࡋࡓࠋ
ࡿࠋࡇࡢຠᯝ࡟ࡘ࠸࡚ Shimada (2012)ࡢࢹ࣮ࢱࢆ
⤖ᯝ࡜⪃ᐹ
෌ศᯒࡍࡿ࡜ࠊ࣐ࢽࣗ࢔ࣝࡢ㜀ぴ᫬㛫ࢆ 1.5 ⛊࡜
3 ⛊᮲௳࡜ 10 ⛊᮲௳ࡢࡑࢀࡒࢀ࡟ࡘ࠸࡚ࠊᩥ❶
3 ⛊ࡢ 2 ᮲௳࡛᧯సࡋ࡚ẚ㍑ࡋࡓ࡜ࡇࢁࠊືᶵ࡙
࡜ᤄ⤮࡟ὀどࡋࡓᅇᩘࢆ࢝࢘ࣥࢺࡋࠊᤄ⤮ὀど⋡
ࡅ㸦ࠕࡼࡃㄞࢇ࡛ࡳࡓ࠸࡜ᛮ࠸ࡲࡋࡓ࠿㸽ࠖ㸧࡟ࡘ
ࢆ⟬ฟࡋࡓࠋࡑࡢ⤖ᯝࠊ3 ⛊᮲௳࡛ࡣᖹᆒ 26.1%ࠊ
࠸࡚ࡣ㐪࠸ࡀ࡞࠿ࡗࡓࡀࠊ୺ほⓗࢃ࠿ࡾࡸࡍࡉ
10 ⛊᮲௳࡛ࡣᖹᆒ 17.7%࡛࠶ࡗࡓࠋt ᳨ᐃࡢ⤖ᯝ
㸦ࠕศ࠿ࡾࡸࡍࡑ࠺ࡔ࡜ᛮ࠸ࡲࡋࡓ࠿㸽ࠖ㸧࡟ࡘ࠸
᭷ព࡛࠶ࡾ(t=3.69)ࠊຠᯝ㔞ࡣ d=1.68 ࡜༑ศ࡞್
࡚ࡣ 3 ⛊᮲௳ࡢ᪉ࡀ㧗࠿ࡗࡓࠋࡇࡢືᶵ࡙ࡅຠᯝ
ࡀᚓࡽࢀࡓࠋࡋࡓࡀࡗ࡚ࠊㄞゎึᮇࡢ㜀ぴ᫬㛫ࡀ
࡜୺ほⓗࢃ࠿ࡾࡸࡍࡉࡢ㠀ᑐ⛠ᛶࡀ⏕ࡌࡿ࣓࢝ࢽ
㛗ࡃ࡞ࡿ࡟ᚑࡗ࡚ᩥ❶ࢆὀどࡍࡿ⋡ࡀ㧗ࡃ࡞ࡿࡇ
ࢬ࣒ࢆ᫂ࡽ࠿࡟ࡍࡿࡇ࡜ࡀᮏ◊✲ࡢ┠ⓗ࡛࠶ࡿࠋ
࡜ࡀ᫂ࡽ࠿࡟࡞ࡗࡓࠋ
୺ほⓗࢃ࠿ࡾࡸࡍࡉࡣࠊືᶵ࡙ࡅࡼࡾࡶᤄ⤮ࡸ
ࡲࡓࠊືᶵ࡙ࡅຠᯝ࡜୺ほⓗࢃ࠿ࡾࡸࡍࡉࡢ㠀
෗┿࡞࡝ࡢᅗࡢᙳ㡪ࢆཷࡅ࡟ࡃ࠸࡜࠸࠺⤖ᯝࡀᚓ
ᑐ⛠ᛶ࡟ࡘ࠸࡚ࠊ୺ほⓗࢃ࠿ࡾࡸࡍࡉࡢ 3 ⛊᮲௳
ࡽࢀ࡚࠾ࡾ(Shimada, 2009)ࠊ┦ᑐⓗ࡟ᩥ❶ࡢᙳ㡪
࡜ 10 ⛊᮲௳ࡢホᐃᖹᆒ್ࡀࡑࢀࡒࢀ 3.71, 4.13 ࡛
ࡀ኱ࡁ࠸࡜⪃࠼ࡽࢀࡿࠋࡋࡓࡀࡗ࡚ࠊ᫬㛫ࡢ⤒㐣
࠶ࡾࠊ᭷ព࡞ᕪࡀࡳࡽࢀࡓ(t=4.62, d=1.39)ࠋ୍᪉
࡟ᚑࡗ࡚ᤄ⤮࠿ࡽᩥ❶࡟㜀ぴᑐ㇟ࡀ⛣ࡾࠊᩥ❶ฎ
࡛ ࠊ ື ᶵ ࡙ ࡅ ຠ ᯝ ࡣ ᭷ ព ࡛ ࡣ ࡞ ࠿ ࡗ ࡓ (t=1.16,
⌮ࡀቑຍࡍࡿࡇ࡜࡟ࡼࡾࢃ࠿ࡾࡸࡍࡉ࡟㛵ࡍࡿᮇ
d=0.35)ࠋࡋࡓࡀࡗ࡚ࠊ10 ⛊ࡲ࡛ࡢ㛗࠸ࢫࣃ࡛ࣥࡶ
ᚅࡀ㧗ࡲࡾࠊ୺ほⓗࢃ࠿ࡾࡸࡍࡉࡀ㧗ࡲࡿ࡜⪃࠼
ࡇࡢ⌧㇟ࡀ෌⌧ࡉࢀࡓࠋ
ࡽࢀࡿࠋ
ᘬ⏝ᩥ⊩
ࡑࡇ࡛ᮏ◊✲ࡣࠊࡇࡢ௬ㄝࢆ᳨ウࡍࡿࡓࡵ࡟ど
ᓥ⏣ⱥ᫛࣭໭ᓥ᐀㞝 (2008). ᤄ⤮ࡀ࣐ࢽࣗ࢔ࣝࡢ
⥺ィ ࢆ⏝࠸࡚ࠊㄞゎึᮇࡢ㜀ぴ᫬㛫ࡀ㛗ࡃ࡞ࡿ
⌮ゎࢆಁ㐍ࡍࡿㄆ▱ࣉࣟࢭࢫ̿ືᶵ࡙ࡅຠᯝ
࡟ᚑࡗ࡚ᩥ❶ࢆὀどࡍࡿ᫬㛫ࡀ㛗ࡃ࡞ࡿ࠿࡝࠺࠿
࡜⢭⦓໬ຠᯝ̿
ࢆ᳨ドࡋࡓࠋྠ᫬࡟ࠊୖグࡢ⌧㇟ࡀ Shimada (2012)
474-486.
ࡼࡾࡶ㛗࠸᫬㛫ࢫࣃ࡛ࣥ⏕ࡌࡿࡇ࡜ࢆ᳨ドࡋࡓࠋ
Shimada, H. (2009). Motivation effect of instructional
᪉ἲ
ᮦᩱ
manuals. Proceedings of CogSci 2009; Annual
28 ✀㢮ࡢᤄ⤮ධࡾࡢ㜵⅏࣐ࢽࣗ࢔ࣝࡢ
࣮࣌ࢪࢆ‽ഛࡋࡓࠋ
ᡭ⥆ࡁ
ᩍ ⫱ ᚰ ⌮ Ꮫ ◊ ✲ , 56,
meeting of the Cognitive Science Society, 985.
Shimada, H. (2012). Reassessing the motivation effect
㜀ぴ᫬㛫ࡢ᧯స࡜ࡋ࡚ࠊ3 ⛊᮲௳࡜ 10
of
illustrations
in
text
comprehension.
⛊᮲௳ࢆタᐃࡋࡓࠋ࣐ࢽࣗ࢔ࣝࡢ 1 ࣮࣌ࢪࢆୖグ
Proceedings of CogSci 2012; Annual meeting of
᫬㛫࡛㜀ぴࡋࡓ┤ᚋ࡟ࠊືᶵ࡙ࡅ࡜୺ほⓗࢃ࠿ࡾ
the Cognitive Science Society.
ࡸࡍࡉ࡟ࡘ࠸࡚ࡢホᐃࢆ 5 ẁ㝵࡛ồࡵࡓࠋࡇࢀࢆ
28 ᅇ⧞ࡾ㏉ࡋࡓࠋࡑࡢ㛫ࠊど⥺ࢆィ ࡋࡓࠋど⥺
― 698 ―
ὀ
ᮏ◊✲ࡣ JSPS ⛉◊㈝ 23730609 ࡢຓᡂࢆཷࡅࡓࠋ

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