協同学習における学習者間の共同注意に関する実践的研究 : 追跡的共同注意行動と調節的発話の生起に着目して

A Practical Study on Joint Attention among Learners in Cooperative Learning: Focusing on the occurrence of follow-up joint attention behavior and adjusted utterances

住田 裕子

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The purpose of this study was to identify the characteristics of groups that construct understanding among learners in cooperative learning. As a result of the investigation, it was found that deeper understanding groups repeatedly complemented each other’s utterances in the first half of the interaction process. After that, follow-up joint caution utterances were repeated, and it was shown that understanding was deepened by the occurrence of adjusted utterances. On the other hand, in groups which lacked joint attention, the learners focused on explanations rather than waiting for others to share their attention. Therefore, the act of following up on the subject of interest together was interrupted, and no adjusted utterances occurred. In other words, in cooperative learning, it is important for learners to continuously follow their attention until the adjusted utterances that construct the learner’s understanding appear. It was also suggested that follow-up joint attention behavior occurs between learners in an equivalent relationship, not in a guided relationship.

cooperative learning

follow-up joint attention utterances

adjusted utterances

協同学習

追跡的共同注意発話

調節的発話

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2020 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086