The first graders' development of self-regulatory behavior mediated by dialogue with their teacher and peer

一年级学生通过与老师和同伴对话来发展自律行为

• 批准号: 11610109
• 负责人: TAJIMA Nobumoto
• 金额: $ 1.73万
• 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: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2000
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11610109/
• 关键词: classroom culture; cultural tool; self-regulation; mastery; appropriation; sociocultural approach; 社会文化的アプローチ; 教室文化; 自己制御行動; 共同行為; 社会的相互交渉; ことばの使い分け; 生態学的観察; 小学生

The purpose of the present study is to identify the acquisition of cultural tools and adaptation to classroom culture in the elementary school. Teacher-pupils interactions were observed in the first graders' classroom for a year. Sociocultural approach (Wertsch, 1991, 1998) was applied and 'tool mediated action' was made to be the unit of analysis. The process that pupils adapted to the classroom situation and the teacher help them to acquire the rules and the specific behavioral patterns in the situation. The results suggest that the acquisition of the cultural tools is made in the social interactions. The usage and recognition of the tools change through experience and habituation of the tasks. The 'mastery in learning' was seen during the introduction of the tasks and 'appropriation in learning' set as conflict and resistance to the existing way of learning. Mastery and appropriation in learning seems to be the ideal cue for rethinking of school education and human development. Therefore, 'mastery in learning' seen in classroom lesson is needed to be transferred into the 'coincidental system' which can be described as a collaboration of 'mastery in learning' and 'appropriation in learning'.

本研究的目的是探讨小学教师在课堂文化中对文化工具的习得和适应。在一年级的教室里观察了一年的师生互动。社会文化的方法（Wertsch，1991年，1998年）被应用和“工具介导的行动”作为分析单位。学生适应课堂情境的过程，教师帮助学生习得情境中的规则和特定的行为模式。研究结果表明，文化工具的习得是在社会交往中进行的。工具的使用和认知会随着任务的经验和习惯而改变。在任务的引入过程中，“学习中的掌握”和“学习中的挪用”被视为对现有学习方式的冲突和抵制。学习中的掌握和挪用似乎是重新思考学校教育和人类发展的理想线索。因此，课堂教学中的“学的精通”需要转化为“学的精通”与“学的挪用”的“巧合系统”。

项目成果

UEMURA, Kayoko: "Sociocultural approach to Formation of mind in children"Japanese Psychological Review. 43. 27-29 (2000)

上村佳代子：“儿童心智形成的社会文化方法”《日本心理学评论》。

TAJIMA, Nobumoto: "Contribution of homeroom discussion to first graders' adaptation to classroom culture"Research on Mother-child Relationship. 21. 1-10 (2001)

田岛信本：“课堂讨论对一年级学生适应课堂文化的贡献”母子关系研究。

田島信元: "社会的相互交渉と子どもの人格発達"多賀出版. 265 (2000)

Nobumoto Tajima：“社会互动和儿童人格发展”Taga Publishing 265（2000）。

田島信元: "文化心理学の起源と展開"心理学評論. 43-1. 1-7 (2000)

田岛信元：《文化心理学的起源与发展》《心理学评论》43-1（2000）。

田島信元: "社会的相互干渉と子どもの人格発達"多賀出版. 261 (2000)

田岛信元：《社会干扰与儿童人格发展》多贺出版社​​261（2000）。