Cultivating learning and education environments for fostering creative discussion skills for children

为期三年的"培养儿童创造性讨论技能的学习和教育环境“（CDSC，以下简称CDSC）的研究结果如下：1）沿着”培养CDSC的学习和教育环境的要素是在以儿童为中心的讨论和学习的对话中心的课程实践中形成的“假设”，作为培养对话中心的课程实践的准备阶段，首先建立了“学习共同体”。然后，针对在职教师的技能发展进行了行动研究。通过三年的跟踪研究，客观地呈现了具身实践知识，构建了在职教师发展的过程模型，并检验了模型的有效性。2）从态度、技能和价值观三个方面构建了CDSC发展的过程模型。采用纵向跟踪研究 关于我们 3）要成功地开展对话式课堂教学，教师必须以“新班级观”为基础，设计反映儿童观点的课前计划，即与儿童合作建构班级。在实践中，“最佳心理距离”（对表现负责，不受教师自己的感情影响）进行了仔细的考虑，并将反思性思维的专长分为三个阶段（课前、课中、课后）。4）尽管支持对话的话语文化--所谓的创造基本规则--需要跨越其他学科，为了开展对话，扩大和深化创造性和批判性思维，教师的促进作用使儿童在实际的课堂实践中认识和体验基本规则的重要性是必不可少的。“以课为中心的课堂实践”和儿童创造性、批判性讨论技能的课堂实践是一个系统。少

The results of the three-year research of cultivating learning and education environments for fostering creative discussion skills for children (CDSC, hereinafter) are as follows:1) Along with the assumption in which the elements for cultivating learning and education environments for CDSC are formed in dialogic-centered lesson practice where child-centered discussions and learning take place, as a preparatory stage for cultivation of dialogic-centered lesson practice, a "learning community" was first established. An action research was then conducted aiming at in-service teachers' skill development. From the three-year follow-up study, embodied practical knowledge was visualized objectively, a process model of the development of the in-service teachers was constructed, and the validity of the model was examined.2) A developmental process model of how CDSC develops was constructed in terms of three aspects (attitude, skills, and value). The longitudinal follow-up research was followed … More to investigate the necessary learning and education environments to foster CDSC in order to promote these aspects.3)To successfully carry out dialogic-centered lessons, it is imperative that teachers design pre-lesson plans in which children's views are reflected based upon "new viewpoints for the classes" which refer to the collaborative construction of class with children. In the practice, "optimal psychological distance" (responsibility for performance, not swayed by teachers' own feelings) was considered carefully, and the expertise in reflective thinking at three phases (before, during, and after classes) was demonstrated.4)Irrespective of the fact that discourse culture supportive of dialogue-so-called creating ground rules-needs to be across other subjects, to generate dialogues broadening and deepening creative and critical thinking, teacher's facilitation enabling children to recognize and experience the importance of ground rules in the context of the actual lesson practice was found to be indispensable.There is an interactive relationship between the improvement of teachers' "dialogic-centered lesson practice" and that of children's creative and critical discussion skills, which functions as a system. Less