The Effects of Rationale Production Training on Argumentative Writings generated by High School Student

コンキョ　サンシュツ　トレーニング　ガ　コウコウセイ　ノ　イケンブン　セイセイ　ニ　オヨボス　エイキョウ

ニシモリ, アキコ

Nishimori, Akiko

三宮, 真智子

サンノミヤ, マチコ

Sannomiya, Machiko

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

The present study aimed to examine whether “Rationale Production Training” had any influence on arguments and self-evaluation by high school students. The language arts lessons that adopted “Rationale Production Training“ were planned and was carried out in a public high school in Osaka. When pre-training results were compared to those of post-training, they showed no significant training effect on the number of sentences used in arguments, but showed a significant training effect on the number of idea units in the rationale being described in arguments. In addition, no significant training effect was found on the content type of the rationale being described in arguments. In addition, the survey asked students about the “degree of satisfaction with their own arguments”; rationale production training was effective for Japanese high school students with regard to thinking carefully about an argument of their own. Thus, it is suggested that “Rationale Production Training” causes more concise arguments and that it does not affect the contents of rationales in arguments.

三宮, 真智子