この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/33989
広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域 61 号
2012-12-21 発行
認知的流動性を育てる中学校国語科授業の試み : 「《似てる》の力」によって知的「跳躍」をいざなう
An Experiment to Develop “Cognitive Fluidity" in Japanese Class at Junior High School : Bringing out the intellectual leap through “Sensing Similarities"
齋藤 隆彦
Abstract
We propose that students should develop “the ability to learn by focusing on similarities." “The ability to learn by focusing on similarities" is the potential to find similar elements among different things, situations, or phenomena, and then to associate or analogize them with each another. This skill enables us to apply the knowledge developed in a certain genre to another one, thereby leading to “cognitive fluidity" and “bricoleur."
In this case study, we showed students some pictures of lunch dishes and a washbasin one by one, and finally had them determine the similarities between the pictures and a human face. By extracting certain elements and ignoring others, students experienced how to recognize the objects in which they found “similarities." Through a simplified activity, students came to be aware of “finding similarities."
In this case study, we showed students some pictures of lunch dishes and a washbasin one by one, and finally had them determine the similarities between the pictures and a human face. By extracting certain elements and ignoring others, students experienced how to recognize the objects in which they found “similarities." Through a simplified activity, students came to be aware of “finding similarities."
About This Article
著者キーワード
cognitive fluidity
similarity
analogy
metaphor,bricoleur
認知的流動性
類似
類推
比喩
ブリコルール
Other Article
PP. 133 - 142
PP. 219 - 228