協働的な説明構築 : 発音ピアモニタリング活動を協働学習たらしめるもの

概要

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In recent years, group study where students collaborate in Japanese language education and advance each other study has been positively received. In order to successfully perform collaborative learning, a teacher needs to offer suitable support to the group. It is necessary to analyze what the group's intention is otherwise group study does not work. In this research, two different groups were analyzed on the basis their pronunciation activities from two point of view, firstly content of utterance and secondly discourse patterns. The result of this analysis is as follows. From the group (following group B) whose activity did not work to the group (following group A) which activity succeeded the main difference was the strategy used. Group A used various kinds and number of strategies than group B. In particular, the numbers of question strategies important for interaction used in group A exceeded about 14 times from group B. Moreover, in group A, it was observed that when a question occurred, group members responded positively giving explanations, and offering information, deepening discussion, and Collaborative explanation constructing new knowledge.
お茶の水女子大学大学院人間文化創成科学研究科の論文
2008-03-31