授業における媒介（Vermittlung）に関する教授学的研究 : グルーシュカ（Gruschka, A.）の教授学理論を手がかりに

A Didactic Study on Mediation in Lesson: Based on Gruschka’s Didactic Theory

Matsuda Mitsuru

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

This paper aims to clarify the significance of Mediation in lessons using Gruschka’s didactic theory. Didactics is no longer regarded not as teaching science but rather Mediation science. The didactic function of Mediation that encourages Formation as an interaction between the subject and the object is again emphasized. Gruschka criticized the classical didactic triangle because it did not represent Mediation as encouraging interactions between the subject and the object. He extended the didactic triangle and drew a didactic pyramid that clearly shows the relationship between the subject and the object in the lessons. He analyzed Wagenschein’s lesson based on the didactic pyramid. Mediation in his lesson encourages students to work on the physical phenomena themselves, he does not seek to push students into the framework of the teachers’ interpretation of the teaching materials but instead to deepen the recognition of the phenomena from the students’ own interpretation of the learning materials.

Mediation

Lesson Study

Andreas Gruschka

Didactics

媒介

授業研究

グルーシュカ

ドイツ教授学

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039