An Empirical and Practical Study of Communication and Speech Development in the Introductory Stages

本研究旨在调查初级阶段的语言发展，主要采用社会文化方法，重点关注1。2.沟通能力（说和写能力）的形成；通过学习描述性句子发展逻辑思维。本研究采用多学科方法。首先，根据教师关于日常生活句子写作方法的课程记录（Shigenori Tsuchida, Toshio Mikami, Kenjiro Konishi， Tadami Toda等），探讨了入门阶段的教学原则，这些原则对于母语习得至关重要。然后，运用临床研究方法，通过对熊本市本荘小学桥本Sumiko Hashimoto老师4年的课堂观察，尝试通过定量和定性分析（话语分析和协议分析）来厘清交际形成的过程。然后，通过与更多的实践者的共同研究，对绪论阶段描述性句子教学的要素构成以及课程/方法提出了建议。本研究具有以下几个方面的科学意义：从历史和现实的角度出发，旨在完善初级阶段的母语教育；和2。在实践和评价实验课的基础上，提出了新的学习原则和要素。本研究在国内外该领域研究趋势的背景下进行如下思考。在国内，尚未有研究提出以社会文化方法进行母语入门教育的原则。国内尚无基于实验课发现的描述性句子教学要素构成（课程组织）的建议。目前国外有用社会文化方法探索小学生言语发展相关因素的趋势，但尚未有以实用的科学方法探索仅限于学习入门阶段的社会文化因素的研究报道。少

This study was designed to investigate speech development in the introductory stages, primarily with a sociocultural approach, focusing on 1. formation of communication (both speaking and writing abilities) and 2. development of logical thinking through learning of descriptive sentences. The study adopted multidisciplinary methods. First, principles of teaching in the introductory stages were explored on the basis of records of lessons given by teachers on the method of writing sentences about daily life (Shigenori Tsuchida, Toshio Mikami, Kenjiro Konishi, Tadami Toda, et. al.), which can be considered essential to native language acquisition. Then, using clinical research methods, attempts were made to clarify the process of communication formation through quantitative arid qualitative analyses (discourse analysis and protocol analysis) based on 4-year observation of the lessons given by Teacher Sumiko Hashimoto at Kumamoto City Honjo Elementary School. Then, through joint research wi … More th practitioners, a proposal was made on composition of elements in teaching of descriptive sentences in the introductory stages as well as lesson course/methods. This research is scientifically significant in the following respects : 1. it is aimed at improving native language education in the introductory stages on the basis of historical and practical viewpoints ; and 2. it proposes new principles and elements of learning on the basis of practicing and evaluating experimental lessons with a practical scientific approach. This study is viewed as follows in the context of domestic and foreign trends of research in this field. Domestically, no preceding research has proposed principles of introductory native language education with a sociocultural approach. No proposal has been made domestically on composition of elements (curriculum organization) for teaching descriptive sentences on the basis of findings of experimental lessons. There is currently a trend in foreign countries toward exploring factors associated with speech development of pupils with sociocultural approaches, though no study with a practical scientific approach exploring sociocultural factors limited to the introductory stages of learning has yet been reported. Less