教材論・発問論への「言語学的」アプローチ

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概要

• 論文の詳細を見る

• The purpose of this paper is to propose a new framework for the analysis of teaching materials and teacher questions. The framework proposed here is based on some of concepts deveroped in "linguistics", especially in "pragmatics". Therefore, the appoach to the study of teaching materials and teacher questions in this paper can be characterized as a "linguistic" approach. The concepts I adopt from pragmatics are mainly concerned with the study of "conversational implicature" and "indirect speech act", which is quite useful when applied to the analysis of teaching materials and teacher questions. Concerning teaching materials, the problem is what kind of teaching materials enable pupils to learn successfully the content of a subject, the content that teachers intend to teach. To solve the problem, it is necessary to analyze the relations between the content of a subject and teaching materials. I apply the framework which is used in the study of the interpretational mechanism of "figurative" speech. The analysis shows that teaching materials relate to the content of a subject "figuratively". Concerning teacher questions, on the other hand, the problem is what kind of teacher questins can prompt pupils to reason about teaching materials from various points of view. To solve the problem, it is necessary to analyze the function of the teacher questions. I apply the concept of "conversational implicature" to the analysis of the function. The analysis shows that such teacher questions comprise another questions by implication. In this way, I show that some linguistic concepts are quite useful for an improvement upon the framework for the analysis of teaching materials and teacher questions so far in use.

• 日本教育方法学会の論文
• 1994-03-31

著者

• 藤原 顕

  大阪外国語大学

関連論文

• 日本教育方法学会編, 『教育方法24 戦後教育方法研究を問い直す-日本教育方法学会30年の成果と課題-』, A5版, 279頁, 明治図書, 1995年, 2,890円(1)
• 教材論・発問論への「言語学的」アプローチ
• 教育内容構成に関する一考察 : 教育内容構成における配列の原理と規則
• スホムリンスキーの知的教育論に関する一考察

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