教室談話の成立機制 : 行為-ローカルな文化-制度的装置の相互関連に着目して

概要

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In recent years, a number of studies on classroom discourse have been conducted. However, little attention has been given to the mechanism on the emergence of classroom discourse. This article puts together research results on this topic. Taking a holistic approach, the article considers both teachers' and children's participation in classroom teaching. More specifically, this paper highlights the following research findings: 1) that classroom discourse is composed of three components, acts of the teacher and students, local culture of the classroom, and discourse system; 2) there is a reciprocal relationship between discourse system and acts of teachers and children, as shown by conversation analyses; 3) based on the Geertz' arguments, a systematic device, like the discourse system, is used based on the local culture of classroom teaching; and 4) but based on neo-Vygotskians and socio-constructivists arguments, the view on teachers' and students' acts should not only be limited as a systematic device and a reflection of the local culture of classroom teaching, but also its actual use in the society. The studies reviewed showed that there is a reciprocal relationship between teachers' and children's acts, classroom culture, and system.
日本教育方法学会の論文
2001-03-31