図画工作科授業における児童-教師間相互行為の役割に関する事例研究
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概要
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In this study I frame the following hypothesis. The teaching-learning proceses in arts and crafts consist of practical and collaborative accomplishment of the interactions between the pupils and the teacher. Therefore, the pupils make their intentions, meanings and styles of formative activities through these interactions. The method is following. 1 st. recording one unit of teaching in arts and crafts at one classroom by participant observation. 2 nd. picking up four pupils of the different learning processes, and making the transcriptions of the interactions between the pupils and the teacher by following three points conversations, gaze, and the other interactions (pointing, giving, etc.). 3 ed. analyzing the relationships between the mutual gaze and the contexts of the conversations or the other interactions, I judge the points that the teacher and the pupils have the meanings, the intentions and the styles of the formative activities in common. Then analyzed the role of interaction between the pupils and the teacher and get following results. (1) Taking the initiative of the interaction and hearing what pupils says have "teaching-learning" function. (2) The case of the interaction among teacher and two pupils, they use the same gaze in "face-to-face" relationship. The each pupil want to have their meanings, intentions and styles of formative activities in common to the teacher. The subject of this case restored himself its controlling authority in this interaction. They use the dynamics of desire for the other when they make formative art.
- 美術科教育学会の論文
- 1997-03-31
美術科教育学会 | 論文
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