個人・学級集団・文化が交差する場としての教室

概要

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Japanese elementary schools have class-based teacher assignments. Teachers must not only teach many subjects but also make the classroom a comfortable place to be. This paper reviews two approaches to examine classrooms where many complex phenomena occur. One approach examines phenomena in the classroom from a single perspective, such as the teacher's behavior. The other approach examines phenomena in the classroom from multiple perspectives. I review the former using units of individuals, classroom groups, and cultural characteristics. These relate to individual cognitive mechanisms used for the teaching and learning process, group dynamics, teacher management in the classroom, and cultural characteristics in teaching and relationships. In the latter approach, I discuss the overlap between different teacher behaviors and many contexts, the evolution of cultural characteristics in the classroom context, and the development of the teacher and child through their location in the classroom. I propose that these two approaches need to be integrated to examine the many different overlapping phenomena in a classroom.
お茶の水女子大学の論文