数学指導におけるリスニングの研究(3) : 授業の導入と課題設定
スポンサーリンク
概要
- 論文の詳細を見る
The purpose of this paper is to investigate the actual conditions of teacher's listening on introduction of lesson. There are three forms of listening of teacher; the evaluative, interpretive and transformative listening of teachers, which I adapt for analysing the listening of teachers. (1) Evaluative Listening: If a teacher is listening in an evaluative manner they will characteristically have an evaluative stance. For a teacher, student's contributions are judged as either right or wrong. (2) Interpretive Listening: Interpretive listening is characterised by an awareness of the fallibility of the sense being made. If a teacher is listening in an interpretive manner they will characteristically have an active interpretive stance. (3) Transformative Listening: There is an attempt to interpret and make sense of what the speaker says, but always from the point of view of the listener. If a teacher is listening in a transformative manner they will characteristically have an open stance to the interrogation of assumptions they are making. Problem posing on introduction of lesson are made by teachers instruction (questioning, listening) and childrens responding. This series of exchange call QRL-System in this paper. There are two types of problem posing on introduction of lesson; immediate posing, passive posing. There are five styles of posing in some types; (1) immediate posing of problem (2) guidance to subject matter (3) explicitness of subject matter (4) to be overt of unknown things (5) subject matter from vague things. In this paper, these styles are told to be built on seven lessons. Teacher's listening on introduction of lesson makes a chance of problem posing. Teacher's listening on introduction of lesson play an important roles on mathematics instruction.
- 全国数学教育学会の論文
著者
関連論文
- 数学教師の熟達化を促す授業研究--授業を観る視点のバランスとその総合化について
- 算数指導としてのリスニング
- k9 数学教育研究におけるエラーの利用(k.【その他】,口頭発表の部)
- D4 数学教育における直観ルールの研究(2) : 直観ルールを活性化させる状況(D.【図形・幾何/測定】,論文発表の部)
- 数学指導におけるリスニングの研究(3) : 授業の導入と課題設定
- 数学指導におけるリスニングの研究(2) : 机間指導でのリスニングを中心に