社会的環境との相互作用による「学習」の生成 : 総合学習における子どもの参加過程の解釈的分析
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概要
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The purpose of this study was to examine how children "learned" at their own pace through interactions in social settings, and how their learning was discovered by interpreter. In the integrated curriculum, children's learning would be different from teacher's planning or expectations. They would change the children's ways of dealing with the objects within their relationships and norms in the classroom. To comprehend Such kind of children's learning, their teacher needs to transform their view of learning from operation-oriented behaviorism or cognitive theory, to the clinically-oriented one. Additionally, he needs to describe and interpret reflectively how children produce their intellectual actions through interacting in social settings longitudinally. In a fifth-grade class room, an integrated curriculum for the theme of eating was practiced, where I ethnographically examined the learning processes of a child (Yamane) whose friendships was unstable and academic rating was low. The results were as follows; 1. A child, Yamane, chose his tasks which was to investigate different of the ways of eating in various cultures of races, eras, and areas. Then he learned reasonably at his own way, interacting with classmates and adults, though he had been sometimes a great trouble to other classmates or the teacher. 2. The interpreter, I, was able to find out child's learning through revealing and reexamining reflectively my bias by which I had regarded the child's participation in jokes toward other children as interrupting the classes. 3. Therefore, the child's unique way of learning seemd to be found out by the interpreter's reflective interpretations.
- 日本カリキュラム学会の論文
- 1999-03-31
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- 社会的環境との相互作用による「学習」の生成 : 総合学習における子どもの参加過程の解釈的分析