The effect of dialogical style in the first graders' classroom on their acquisition of school culture

一年级学生课堂对话风格对学校文化习得的影响

基本信息

批准号：
14510126
负责人：
TAJIMA Nobumoto
金额：
$ 1.86万
依托单位：
Tokyo University of Foreign Studies
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2003
项目状态：
已结题

项目摘要

The purpose of this research is, through the discourse analysis of the homeroom discussion in one first grade class in Japan, to identify the characteristics of discussion as the open system where no goal is readily set and to clarify the relationship between "mastery in learning" and "appropriation in learning", considering the significance of introducing discussion, and the effect of discussion on knowledge acquisition by pupils. In the discussion, three cultural tools were as follows mainly observed. One of them was a "decision by majority" to facilitate the pupils to express and exchange their own opinions, and to have them accept the absolute opinion positively. Several "formal or formulated phrases", a kind of catchwords, were introduced for helping pupils to negotiate with peers, and also to put their own products of discussion into practice effectively. It was-also found that the teacher's wording varied between formal or polite style (shown as the single-underlined sentences i … More n the above instances) and informal or casual/plain style (double-underlined ones) depending on the form of discussion and the content of her utterances. The aim for introducing a collaborative interaction of "discussion" in the homeroom is to let pupils form creative attitude such as creating their or his/her own aim through an equal-stand interaction and identify themselves to the whole class. This is shown from the pupils' expression of their high motivation to participate and their expressed emotion toward the shared result. In this sense, it can be said that the discussion provides a situation for "appropriation in learning". However, discussion in homeroom, which seems to be a free dialogical interaction, is controlled by the cultural tools with the tendency to "mastery in learning". In conclusion, it can be suggested that the coincidental relation of "mastery in learning" to "appropriation in learning" seen in the discourse of homeroom discussion with open task plays a great role in a process of pupil's acquiring knowledge through situated activity. It is also suggested that early introduction of this sort in school life plays an important role in a process of pupil's adaptation to school culture. Less

本研究的目的是通过对日本一年级班级课堂讨论的话语分析，找出讨论作为不轻易设定目标的开放系统的特征，并厘清“掌握学习”与“掌握学习”之间的关系。考虑到引入讨论的意义以及讨论对学生获取知识的影响，主要观察了以下三种文化工具，其中之一是“多数决定”以促进。学生发表并交换自己的意见，以及还发现，引入了一些“正式或公式化的短语”（一种口号），以帮助学生与同伴进行谈判，并有效地将自己的讨论成果付诸实践。教师的措辞在正式或礼貌风格（如上述实例中的单下划线句子所示）和非正式或休闲/简单风格（双下划线）之间有所不同，具体取决于讨论的形式和她的内容在课堂上引入“讨论”的协作互动的目的是让学生形成创造性的态度，例如通过平等的互动来制定自己的目标，并向全班展示自己。从学生表现出的高度参与动机和对共享结果的表达情感来看，可以说，讨论为“学习中的挪用”提供了情境。是一种自由的对话互动，是受文化工具的控制，具有“掌握学习”的倾向。总之，可以认为，在开放任务的课堂讨论话语中，“掌握学习”与“掌握学习”的巧合关系发挥着重要作用。在学生通过情境活动获取知识的过程中发挥着重要作用。人们还认为，在学校生活中尽早引入此类活动在学生适应学校文化的过程中发挥着重要作用。