高校家庭科の対話的授業における生徒の学習経験に関する質的研究(第2報) : 授業における生徒のナラティブの生成
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This study seeks to clarify how learning experience is composed in each student in dialogue-based lessons in a high school home economics class, with the qualitative research method focusing on the narrative approach. Part 1 presents the composition and practice of the "role-playing debate" lessons on the theme of allowing different surnames for married couples. And it analyzes "what students say" in the final stage of the lessons. Part 2 clarifies "from what kind of positioning" the students give their views and "how they tell" discuss the theme. Combined with the results of Part 1, we clarify how narratives are formed, and the possibilities and problems of experiencing learning that fuses both experiential knowledge and school knowledge. Results: (1) Positioning is broadly classified into 3 types. While 70% of students incorporate contents that are compelling for them, they take the position that "it is a general problem," and speak with a certain detachment. (2) There are differences based upon gender, with the following characteristics found in the narratives of some female students. ・They discuss the theme, mixing in "their own problems" with the "general problem." ・While they pull the issue close to themselves, they give their views with a characteristic of "fluctuating" to various positioning. ・In terms of the relationship with "familiar and important others," they tell by connecting their experiential knowledge with what they learned in the class The practice of the dialogue-based lesson in the form of "role-playing debate" lesson suggests the possibility that learning experience broadens a multidimensional viewpoint, and fuses experiential knowledge and school knowledge At the same time, by elucidating the composition of the learning experience of individual students with the use of the qualitative research method, it became clear that there are differences between male and female students, even when the same teaching materials are used in the same classroom.
- 日本家庭科教育学会の論文
- 2004-10-01
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