权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

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.

本研究的目的是开发描述学校课堂过程现象的符号或范畴，并阐明对其进行分析和解释的程序。作为研究结果，获得了以下四点1。解读笔记的“假设形成”产生于观课过程中，既与笔记的“分析”有关，又与“观察”有关。儿童话语的重构(我们称之为中间因素)在这一阶段中占有重要地位，这一阶段从“建构课本”过渡到“提取教学因素结构”的阶段。3.为了保持中间因素之间的调节，并使新的符号得以发展，我们对所有中间因素进行了安排和分组。01)肯定、否定和疑问符号，02)表示概念、活动和想法的符号，03)表示概念、活动和想法相同、不同、包含和相似的符号，04)表示逻辑关系和条件的符号，05)包含动词的符号，06)表示后者限制前者的符号，07)表示概念、活动和想法变化的符号，(名古屋大学教育与人类发展研究生院(教育科学)，第48卷，第2期(2001-2002年)，第141-170页)4.课程分析记录的表达方式与书写民族志有关。