Experimental Research on Reconstruction of Utterance of Children in a Lesson and Clarification of Analysis and Interpretation Procedure

儿童课堂言语重构及分析解释程序澄清的实验研究

基本信息

批准号：
12410075
负责人：
MATOBA Masami
金额：
$ 4.48万
依托单位：
NAGOYA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2002
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-12410075/
关键词：
Analysis of classroom activities Intermediate factors Observation of a lesson Procedure of interpretation Ethnomethodology Records of Lesson the expression style of the record Signs 授業研究質的研究解釈の手順発言の再構成授業諸要因関連構造観察方法発話分析

项目摘要

The aim of this study is to develop the signs or category which describe the phenomenon of lesson process in schools, and to clarify the procedure of the analysis and interpretation of it. As a research result, the following four points were acquired1. "Hypothesis formation" for interpreting lesson record is born in observation process of a lesson, and is related to both of "analysis" of record and "observation".2. Reconstruction of an utterance of a child (we call it intermediate factors) occupies an important position in the stage which shifts to the step of "extraction of the structure of pedagogical factors" from the step of "construction of lesson record."3. In order to keep the adjustment between intermediate factors and to enable development of a new sign, we arranged all intermediate factors and grouping them as follows ;01) the signs of affirmation, negative, and question, 02) the signs which show concepts, activity, and idea, 03) the signs which show the same, difference, inclusion, and similarity of concepts, activity, and idea, 04) the sign that shows logical relation and conditions, 05) the sign containing a verb, 06) the signs which show that the latter limits the former, 07) the signs which show the changes of concepts, activities and idea, 08) and others.We developed the new signs in an new lesson scene based on the grouping the sings.(Bulletin of the Graduate School of Education and Human Development (Educational Sciences), Nagoya University, Vol.48, No.2 (2001-2002), pp.141-170.)4. the expression style of the record of lesson analysis relate to writing ethnography.

这项研究的目的是开发描述学校课程现象的符号或类别，并阐明对其分析和解释的过程。作为研究结果，获取了以下四个点1。解释课程记录的“假设形成”诞生于课程的观察过程中，与“分析”和“观察”的“分析”有关。2。从“课程记录的构造”步骤开始，重建儿童的话语（我们称之为中间因素）在阶段占据了重要的位置，该阶段转移到了“提取教学因素结构”的步骤中。为了保持中间因素之间的调整并启用新标志的发展，我们安排了所有中间因素，并将其分组如下； 01）肯定，负面和问题的迹象，02）表现出概念，活动和想法的符号，03）表现出相同的，差异，包含和相似性的符号，符号，符号，符号，符号为04）一个动词，06）表明后者限制了前者的迹象，07）表明概念，活动和思想的变化的标志，08）等。我们在基于群体的新课程中开发了新的标志。第141-170页。）4。课程分析记录的表达风格与写民族志有关。