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熟練教師は児童の発言をいかに聴いているか
http://hdl.handle.net/10780/900
http://hdl.handle.net/10780/900061c4d6f-28c1-4669-bec8-5b91af91cc38
名前 / ファイル | ライセンス | アクション |
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非公開.pdf (35.0 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2010-03-16 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | 熟練教師は児童の発言をいかに聴いているか | |||||
タイトル | ||||||
言語 | ja-Kana | |||||
タイトル | ジュクレン キョウシ ワ ジドウ ノ ハツゲン オ イカニ キイテイルカ | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | How expert teacher listen students' utterances | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | ETYP:教育関連論文 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 話し合い | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 即興性 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 実践知 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 机間指導 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 板書 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | classroom discussion | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | improvisation | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | practical knowledge | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | blackboard | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
アクセス権 | ||||||
アクセス権 | open access | |||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
著者 |
松尾, 剛
× 松尾, 剛× 丸野, 俊一 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 本研究の目的は、熟練教師が児童の発言を聞く過程の特徴を明らかにすることであった。小学校2年生1学級(男児16名、女児21名)の国語授業を対象に、授業中の談話過程と板書の対応関係を分析することで、熟練教師が発言の何を、いかに聴いているかを検討した。分析の結果、熟練教師の聴く行為の特徴として以下の3点が示された。(1)教師は、問いに対する結論だけでなく、結論に至るまでの思考過程を聴いていた。(2)論理構造を示す言葉に注意して聴く事で、児童の発言相互の関係性を推測していた。(3)個々の発言において新しく提案されていることに注意して聴いていた。このような教師の聴き方が絶えず板書上で可視化される事によって、板書は児童の協同思考を支えるツールとして機能していた。さらに、教師は授業前半の机間指導の過程において、思考過程を明確にする事を児童に求めており、机間指導における個別の対話が全体での意見交流における教師の聴く行為を支えていることが示唆された。 | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | The purpose of this study was to demonstrate how a skilled teacher listen to students' utterances, by examining the correspondence relationship between writings on blackboard and classroom discourse processes. A Japanese language arts class with 37 second-graders (16 boys, 21 girls) was observed. The results showed that (1) the teacher listened not only to the students' uttered conclusions but also to their thinking processes of how they reached to their conclusions; (2) the teacher inferred relationships among students' utterances, from such words that detect logical structures of their thinking; (3) the teacher particularly paid attention to new idea proposed in each utterance. The teacher showed these ways of his listening on the blackboard, which functions as a tool for collective thinking. Furthermore, this study suggested that the individualized instruction, where the teacher asked the students to clarify their thinking processes, in the first ten minutes of the class, allowed his effective listening to the students' utterances during the whole class discussion. | |||||
書誌情報 |
福岡教育大学紀要. 第四分冊, 教職科編 Bulletin of Fukuoka University of Education. Part IV, Education and psychology 巻 59, p. 71-78, 発行日 2010-02-10 |
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ISSN | ||||||
収録物識別子タイプ | PISSN | |||||
収録物識別子 | 0286-3235 | |||||
出版者 | ||||||
出版者 | 福岡教育大学 | |||||
資源タイプ | ||||||
値 | 紀要論文 Article |