教師-生徒の相互行為と教室秩序の構成-「生徒コード」をてがかりとして-

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Traditional research about classroom interaction failed to understand interaction "as a source of meaning", and as a result, could not make clear the significance of the study. Some studies, including Furlong's analysis of interaction set and Woods's study of strategy, are remarkable in that they do not adopt an internalization model and analyse the meanings of the situation-depended actions according to the actor's own purpose or interest. The study by D.L. Wieder on the "Convict Code" is more illuminating. Using the Convict Code, he dynamically analysed the interaction between convicts and their staff in the halfway-house and described the mechanism of the construction and maintenance of institutional order. Based on this S, this paper focuses on the interpretation framework ("Pupil Code") by which teachers and pupils cooperatively interpret their actions and maintain classroom order. Focusing on Pupil Code, I chose one junior high classroom, and analysed the process of the classroom order which is generated and is maintained through teacher-pupil interpretation of their action. The analysis shows that interpretations of classroom behaviors by Pupil Code formulate the teacher-pupil relation which enlarges the distance between teachers and pupils, and that such a teacher-pupil relation constructs the basis of the classroom order. On the basis of premises of previous research, this conclusion, that is, that classroom order is maintained by making distance (not getting close) between teachers and pupils, and that it is ceacelessly maintained through teacher-pupil interaction itself, is paradoxical.
日本教育社会学会の論文
1989-10-01

著者

稲垣恭子
滋賀大学

教師-生徒の相互行為と教室秩序の構成-「生徒コード」をてがかりとして-

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