教師が子どもの解釈を否定することについて : 斎藤喜博の「出口」の授業を手がかりに

概要

論文の詳細を見る
The aim of the present paper is to show that a teacher's nagation of children's interpretations in a class dose not always break down children's possibilities. A consideration is made on Kihaku Saito's class "where the exit is", by using Hegel's philosophy on consciousness. In a language arts class at an elementary school. Saito negated children's interpretations of "deguchi (exit)" of a forest. By this nagation, the stabilities of children's identities were broken down by Saito. But going through discussions with him, however, the children came to understand why he had negated their interpretations and to take in Saito's interpretation of "deguchi (exit)". At the same time, they regained stabilities of their identities. The author conclude that the children's initial interpretations, which seemed to have disappeared, were actually reserved and enriched the children's second interpretations. This means that the children's consciousness reformed on their own and became richer.
東京大学の論文
2000-03-15