「発話モデル」が教師の熟達化に及ぼす影響 : 小学校理科授業を対象にして

The purpose of this study is to verify for the effectiveness of the Utterance Model, which was developed as a tool to assist children in improving their discourses in elementary school science classes. The Utterance Model is a tool utilized by teachers to improve the quality learners’ responses by consciously using utterances. This paper aims to verify the effectiveness of this tool as a way to clarify the aim of the educational guidance and to improve the quality of the classes by eliciting learners’ responses and engaging them in thinking.

The developed model is a lesson improvement tool to be used along with lesson design and evaluation metrics (Kanazawa, 2014) which were previously developed to improve the educational guidance centering on learners in elementary school science classes. The effectiveness of the Utterance Model was examined by recruiting six teachers who were conscious of their improficiency in teaching science and then by conducting a speech analysis before and after the model was implemented into their lessons. After lessons were conducted with and without the use of the model, the number and quality of the utterances made by the teachers, and the number and level of the children’s responses were analyzed. As a result, a change in the quality of the teachers’ utterances, as well as the children’s number and level of responses, showed improvement, thereby validating the effectiveness of the Utterance Model.