このエントリーをはてなブックマークに追加
ID 48911
file
title alternative
An Interpretive Analysis of Participation in Class Group in Lower Grades in Elementary School: Focusing on Speech of Students in a “Discussion” Classroom Activity
creator
Yamamoto, Kosuke
Wakamatsu, Misa
Wakamatsu, Akihiko
subject
小学校
学級活動
学級集団への参画
発話
Elementary School
Classroom Activities
Participation in Class Group
Speech
abstract
本研究の目的は,小学校2年生を対象に,話合い活動での児童の発話に着目して,学級集団への参画に関する解釈的分析を行うことであった。6回分の話合い活動について,まず,発話機能を分析した結果,第1回から学級の「みんな」の存在を意識した集団的発話が生起し,第6回では特定の他者のためを考えた利他的発話も多く生起するようになった。次に,発話内容を分析した結果,関連型の発話には,課題を解決するために重要な意見であることを訴える児童の姿が,反証型・共有型の発話には,課題を見出し解決するための案を考えたり,その解決案に納得したりする児童の姿がみてとれた。話合い活動での発話を解釈的に分析することで,学級集団に参画しようとする具体的な児童の姿の明示につながり,教室での発話分析研究(Mercer,2010)進展の一助となったことが推察された。
abstract
The current study was conducted on second-graders in elementary school with the goal of performing an interpretive analysis of students’ participation in the class group, focusing on their speeches in the discussion activity. As a result of an analysis of the speech function during six discussion activity sessions, it was proved at first that a collective way of speech was generated from the first session, while being aware of the existence of “others” in the class, and that altruistic speech allowing for specific others’ perspectives began to be generated frequently in the sixth session. As a result of subsequent analysis of the content of the speeches, it was found that students insisted that their opinions were important to resolve problems in relevant speech, whereas they figured out measures for resolving problems, and agreed with such solutions in counter-evidence/sharing type speech. It was inferred that interpretive analysis of speeches during the discussion activity may lead to the clarification of specific students’ behaviors while trying to participate in classroom activities, resulting in a contribution to progress in the analytic study of speech in the classroom (Mercer, 2010).
description
この研究は,日本学術振興会科学研究費助成事業基盤研究(C)課題番号18K02758 : 多様性に富む共生社会構築に向けた小学校用「多様性把握シート」の作成と活用(代表 若松昭彦)によって行われた。
journal title
Journal of elementary education and curriculum
issue
Issue 8
start page
61
end page
70
date of issued
2020-03-31
publisher
初等教育カリキュラム学会
issn
2187-6800
ncid
language
jpn
nii type
Journal Article
HU type
Journal Articles
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2020 初等教育カリキュラム学会
department
Graduate School of Education
他の一覧



Last 12 months's access : ? times
Last 12 months's DL: ? times


This month's access: ? times
This month's DL: ? times