@article{oai:juen.repo.nii.ac.jp:00004981,
 author = {佐藤,  佐敏 and Sato,  Satoshi},
 journal = {上越教育大学研究紀要},
 month = {Feb},
 note = {解釈する力を高めるためには, どのような授業において, どのような発間をすると良いのであろうか｡筆者は, C.S. Pierce の pragmatism の格率と abduction の理論を援用し, 解釈するという読みの営みを次のような推論過程で捉えた｡｢文章を解釈するということは, 文字情報を入力し, 読み手が各自の既有知識に基づいて推論する営みである｡｣この推論過程を鍛えると, 解釈する力が高まる｡そのためには以下の発間が考えられる｡(1)複数の根拠をあげることが可能となる発間｡(2)複数の理由付けをあげることが可能となる発間｡(3)複数の解釈の比較ができる発間｡なお, これらの発間に答える時に, 根拠と既有知識を往復させて推論過程を見直させることが, 解釈を高めるための要件となる｡例えば, ｢相反する解釈を二つ提示し, どちらの解釈が良いかを考える発問｣は, 複数の根拠をあげて複数の理由付けを考えることになる｡その時に, それぞれの推論過程を見直すことになるので, 解釈する力を高める上で, 有効である｡, To develop the ability to interpret what has been written, the questions are how you should establish a class and what questions you should ask. By utilizing Peirce's maxim of pragmatism and theory of abduction, the author approached interpreting written materials from the following reasoning processes : the interpretation of written sentences means that the reader enters written information and infers meaning on the basis of his or her accumulation of data from vicarious and immediate experiences. If you develop this reasoning process, you can increase your ability to interpret texts.To make such interpretation possible, you need to focus on the following: (1) questions that enable you to present multiple valid arguments; (2) questions that enable you to present multiple reasons; and (3) questions that enable you to compare multiple conceivable interpretations. When you ask others these questions and you answer them, it is essential to encourage others to review their inference processes by comparing their arguments and accumulated data to develop their ability to interpret.},
 pages = {321--330},
 title = {解釈する力を高める発問 : C.S.Peirceの認識論に基づく「読みの授業論」の構築(2)},
 volume = {29},
 year = {2010},
 yomi = {サトウ, サトシ}
}