子ども理解における「意味づけ」に関する一考察

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概要

• 論文の詳細を見る

• 1. "Objective observation" as a scientific method is not suitable as a way to understand children in educational fields. Because in education, the relationship between teacher and child is not the same as the relationship between reseacher and object in natural science. In field work, including educational practice, the teacher and her children interact with each other on an equal basis, not in teacher-pupil terms. 2. In educational process, teachers "interprete" the behaviors and words of children and the relationships among them. Educational practice can not do without teachers' interpreting classroom phenomena. Teachers' interpretation consists of meaning-giving and meaning-getting. Meaning-giving takes the form of evaluation by teachers and meaning-getting aims at systematization. Both processes proceed at the same time. Teachers can understand children through interpretation in face-to-face situation. Children can also learn how to give meaning to classroom phenomena in these procsses.

• 日本教育方法学会の論文
• 1994-03-31

著者

• 上野 ひろ美

  奈良教育大学

関連論文

• 岩田遵子著, 『現代社会における「子ども文化」成立の可能性-ノリを媒介とするコミュニケーションを通して-』, 菊判, 360頁, 風間書房, 2007年, 本体11,500円
• 保育の質を高めるとは
• 子ども理解における「意味づけ」に関する一考察
• ドイツにおける教師養成制度の現状と問題点
• 子どもの相互主体関係を育てる実践的研究の視座
• 異化契機としての子ども観と相互主体関係
• 教科教育学への期待と課題(日本教科教育学会第32回全国大会(大阪大会))

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