授業における教授論理にもとづく教科の特質 : 中学校の国語・社会・数学・理科の相違

概要

論文の詳細を見る
This paper is an attempt to clarify the characteristics of subjects on the basis of the logic of teaching. B.O.Smith's modified analytical method specified in "A Study of the Logic of Teaching" has been introduced to analyze eight lessons of Japanese, social studies, mathematics, and science in junior high school. In this analysis, the minimum parts of the lesson are grouped either as "episode" or "monologue". They are then classified into four levels and 15 categories. The significance of the appearances of the logical category together with the relationship between the practice of lesson and the logic of teaching are also analyzed on the basis of the practical incidents. The findings are: First, the significance of each subject matter teaching in terms of the appearance of the logical category is value judgement in Japanese, fact judgement in social studies, deduction in mathematics, and induction in science. Second, concerning the significance of the logic of teaching, 1) the main category is fact judgement in social studies, and value judgement or inference in the other subjects, 2) the logic of teaching the core of the lesson is consistent with the teaching of the most significant part of the lesson, and 3) the characteristic of the subject is exemplified in the teaching of the core of the lesson conspicuously.
日本カリキュラム学会の論文
1996-03-31