話し合いの質を向上させる児童のジャンピングボード発話 : 教師の発話モデルを用いた4年生理科授業において

Children’s jumping board speech improves the quality of classroom discussions: In a 4th-grade science class using the teacher’s speech model

金沢 緑

学習開発学研究

Journal of Learning Science

[PISSN] 1883-8200

[NCID] AA1244667X

The purpose of this study is to find out the jumping board utterances that lead learners to deep learning from the teacher's and students' utterances in science classes. We found that the quality of children's responses improved from the children's speech chains that often appear in Type B (Kanazawa, 2017), in which learners' peer responses emerge from the teacher's responses. It was found that the teacher's utterances, such as the way of asking, the content of the question, and the timing of the question, were the models for the formation of the interaction between the children and that the supportive utterances of the teacher-led to the interaction between the children. In this study, we analyzed the utterances in the classroom and found that the jumping board utterances of the students, which led to the deepening of the speech chain caused by the teacher's supportive utterances, deepened the children's understanding and recognition of their own affairs, although the teacher's supportive utterances could also be boiled by the jumping board. became.

Elementary school science

subjective learning

supportive speech

jumping board speech

小学校理科

主体的な学び

支援的発話

ジャンピングボード発話

日本語

広島大学大学院人間社会科学研究科学習開発学領域

Copyright (c) 2021 広島大学大学院人間社会科学研究科学習開発学領域

[ISSN] 1883-8200

[NCID] AA1244667X