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一斉授業における子どもたちの多様な「声」：
学校教育における言葉の観点から
学校教育における言葉の観点から
https://doi.org/10.24567/0002003528
https://doi.org/10.24567/0002003528e701a67f-8fec-4c8e-8fde-3347b7378632
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ronso_25_12_yokoyama.pdf
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※PDFファイル内の文字はコピーできません
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-04-28 | |||||||||
| タイトル | ||||||||||
| タイトル | 一斉授業における子どもたちの多様な「声」： 学校教育における言葉の観点から |
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| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Children’s Diverse “Voices” in the Classroom: The Perspective of Language in School Education |
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| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 一斉授業 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 「声」 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 言葉 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 関係性 | |||||||||
| 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 | voices | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | language | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | relationship | |||||||||
| 資源タイプ | ||||||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.24567/0002003528 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 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 | This study discusses methods for engaging diverse children in the classroom. In particular, we focus on the concept of voice in the sociocultural approach of Wertsch and examine the manner in which the voices of children in the classroom should be perceived. Scholars purport that the participation of children in class and classroom discourse is homogeneous, because children use the language specific to the school culture to participate. However, children who participate in the classroom experience individual learning through interaction with others. Thus, we examined aspects of the participation of children in class from the viewpoint of various voices in school education. Children learn the language specific to their school culture from their teachers and use that language to participate in class. The study reveals a process in which the words of the teacher and those of the children used in the school encounter one another and gradually become those of the children through their involvement with the teacher. The results point out that the precise reason is that many children spend time together in a class, where various voices are exchanged with others, such that a possibility exists that this exchange can lead to learning. Moreover, the study infers that the encounter among various voices exerted an impact on the learning of the children. | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : 人間文化創成科学論叢 en : Journal of the Graduate School of Humanities and Sciences 巻 25, p. 129-136, 発行日 2023-03-31 |
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| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA1231891X | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプResource | VoR | |||||||||
| 出版者 | ||||||||||
| 出版者 | お茶の水女子大学大学院人間文化創成科学研究科 | |||||||||
| 言語 | ja | |||||||||
