授業での小学生の質問生成プロセスは課題志向性の水準によってどのように異なるか

概要

論文の詳細を見る
The purpose of this research was to investigate how the level of task orientation determines the process of students questioning in elementary school class. We examined the process of students' questioning in the class through teacher studens discussion (34 6th graders, a female homeroom teacher). Children's ratings on this class arrangement indicated, so as planned for this type of classes, that teaching materials were perceived as unfamiliar and requiring more thinking and the class as providing an atmosphere in which every child would accept others opinions and could participate actively. Although we expected that this arrangement of the class would facilitate children's spontaneous question-generation and asking, it turned out that children rarely did. A further analysis showed that children with higher task-orientation experienced the more perplexed feelings and generated questions for the teacher and classmates, but asked the more question only to their classmates than those with lower task orientation.
九州大学の論文
2002-03-31