授業における沈黙の意味 : 武田常夫の事例を中心に
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概要
- 論文の詳細を見る
This paper attempts to explicate the meanings of silence in teaching. First, two quantitatively-oriented studies (by M. B. Rowe and by N. A. Flanders) of teaching were critically reviewed. Both were characterized by their inability to differentiate various experiential contents of silence. Second, the teaching practice of Tsuneo Takeda, who has been training himself into a perceptive teacher, was examined. His anecdotic records clearly shows that he has the ability to perceive and describe the rich quality of various kinds of silence in the classroom. The significance of the ability for the improvement of the quality of teaching and the development of teacher's competence in teaching was emphasized. Finally, based upon the descriptions by Takeda and also upon our "everyday life" experiences, a tentative schema on silence was formulated. Such a schema, it is hoped, would help teachers in perceiving and interpreting the rich meanings of silences in the classrooms.
- 東京大学の論文
- 1984-03-30