不登校の中学生にとって適応指導教室のありかた : エスノグラフィー的記述を用いて
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清水新二教授定年退職記念号In recent years, the number of school r efusers increases, and it become one of the bigproblems in the educational front. Nowadays, there are many alternative places forthese kinds of children. Therefore many people study about these kinds of placesespecially adaptation guidance classrooms, and they suggest that an adaptation guidanceclassroom has an element of "Ibasyo". But, how "Ibasyo" function affect to school refusersre-school attendance? In this article, we focused on the adaptation guidance classroom(K- class), and examine the existence and meaning about the class for school refusers with using theethnography method. Then we studied about a meaning of "Ibasyo" in the re-school attendance.According to our study, 4 elements of the function of the adaptation guidance classroom wasinsisted which are 1) "Ibasyo" (where the person who eases one's mind), 2) to creating a relationshipwith other person, 3) studying, 4) becoming children's "Home-ground" (which means "the place toprepare for to a challenge"). Particularly, the adaptation guidance classroom changes from "Ibasyo"to "Home-ground", being important for re-school attendance foe school refusers were insisted. Itmeans that, children need "Ibasyo", but they should not continue staying in the much same place,and must jump out in the outside world, then they have to find their own "Ibasyo" at there. In otherwords, the adaptation guidance classroom should be "the place that children should leave". Thischange was needed for school refuser's re-school attendance. In addition, it was insisted thatcontinuous cooperation with the school where a child is registered at was needed for their re-schoolattendance.
- 奈良女子大学の論文
- 2010-03-01
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- 不登校の中学生にとって適応指導教室のありかた : エスノグラフィー的記述を用いて