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一斉授業における「対話」の再考―聞くことによる授業参加に着目して―
http://hdl.handle.net/10083/0002000988
http://hdl.handle.net/10083/0002000988e7278f54-8ac9-430d-aa5c-affc58e61c72
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kodomo_10_03_yokoyama.pdf
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2022-06-30 | |||||||||
| タイトル | ||||||||||
| タイトル | 一斉授業における「対話」の再考―聞くことによる授業参加に着目して― | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Rethinking “Dialogue” in the Whole-Class Discussion: Focusing on Class Participation through Listening | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Dialogue | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Whole-class discussion | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Listening | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Classroom participation | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Bakhtin | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 著者 |
横山, 愛
× 横山, 愛
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | In this study, I discussed the necessity for understanding the complex interactive “dialogue” of listening as an aspect of class participation and what teachers can do to support it. Revision of the Courses of Study initiated the common concept of “dialogue” as a discussion activity and promoted the widespread classroom practice of discussion activities among students in groups or pairs. In contrast, the interaction in the whole-class discussion, which is the main form of class, has been ignored. I pointed out the issues this creates in the evaluation of classroom “dialogue.” Guided by Bakhtin's theory of dialogue, I have examined how to understand class participation through listening. In the classroom’s one-to-many form of communication, dialogue is not only established between the teacher and the student who speaks but also with the students who participate by “listening.” We can grasp the “dialogue” by considering the teacher, the specific student speakers in the class, and the existence and interaction of the participating student listeners. To participate in “dialogue” as a listener, the teacher should understand and respond to the student’s posture toward class participation; this indicated the possibility of supporting the student’s participation in dialogue in the class by listening. |
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| 言語 | en | |||||||||
| 書誌情報 |
ja : お茶の水女子大学子ども学研究紀要 巻 10, p. 33-42, 発行日 2022-06-30 |
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| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 出版者 | ||||||||||
| 出版者 | お茶の水女子大学子ども学研究会 | |||||||||
