学級における教師行動の変化が児童の学級適応に与える影響 (教育集団力学<特集>)

概要

論文の詳細を見る
The purpose of this action research was to examine the effects of experimentally induced changes of teaching behavior on students' classroom adjustment. Sixteen teachers ranging from fourth to sixth grades and their students served as subjects. In a preexperimental session, all of these students were asked to rate the teaching behavior of their teachers toward them, and their own classroom adjustment. Thereafter, 9 classes were selected as an experimental group, and 7 classes as a control. At the beginning of the experimental session, each teacher in an experimental class was asked to increase his/her interactive teaching behavior toward those students who had rated their teachers' behavior toward them poorly. These induced attempts were continued for three weeks. Teachers in the control classes received no such experimental manipulation. In the post-experimental session, all of the students in the 16 classes were again asked to rate teaching behavior of their teachers toward them, and their own classroom adjustment. The results showed that the classroom adjustment scores of target students in the experimental group became more favorable due to the changes in teaching behavior.
日本グループ・ダイナミックス学会の論文