在教授大學日本文學的教室裏，仍多以語彙、文法、文學史知識的習得為主要學習內容。但如何使學習者透過閱讀與讀解文學作品的行為，經過個人思考，而能夠產生愉悅滿足感的閱讀過程，成為現今教學文學課程中一大重要課題。在讀書行為論中，讀者是與文本「對話」的主體。<閱讀>並非發掘已經客觀存在的事實，而是透過讀者本身與文本的對話行為所構築的可變動的世界。本次發表的日語文學教育的實踐報告中將援用此一理論，以日語學習者的「主體性」為主要關鍵字，具體地分析日語學習者的〈閱讀〉的機制的實際狀態(包括學習模式、重組文本作業、反思與延展閱讀思考)，試對日本與教育中的文學教學作一提言。本次選定的文本教材為宮澤賢治的『要求很多的餐廳』，日語學習者則為選修發表者擔任的「日本童話選讀」課程的大學部二年級同學。本發表將跳脫對此名著的之讀解與講解方式，嘗試針對學習者個人讀解的組成過程作一報告。

When it comes to teaching Japanese literature, most remain concentrating on vocabulary, grammar, and literature. However, the key issue nowadays is to inspire readers through reading and interpreting literature to immerse themselves in pleasure and satisfaction. In research of reader’s behavior, reader is considered as the subject that engages the dialogue with the text. Reading is not an action to excavate facts that exist objectively, instead, it is the action to construct the variable world on dialogue between reader itself and text. This study analyzes reading mechanism of Japanese learner, including learning pattern, text reconstruction, feedback, and extended reading comprehension based on dialogue and subjectivity. It also hopes to offer suggestions to Japanese literature education and teaching. The Restaurant of Many Orders by Kenji Miyazawas is selected as the text material in this study. Participants are sophomore year students that take “Selective Readings in Japanese Fairy Tales” course in Ming Chuan University. This study tries to sort out individual interpretation of this masterpiece, instead of reading and lecturing only.