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

本研究历时三年，研究结果如下：1)以对话为中心，以儿童为中心进行讨论和学习，形成了培养儿童创造性讨论技能的学习和教育环境要素的设想，首次建立了以对话为中心的课堂实践的“学习共同体”，作为培养儿童创造性讨论技能的学习教育环境的准备阶段。然后针对在职教师的技能发展进行了行动研究。2)从态度、技能、价值观三个方面构建了CDSC发展的过程模型，并验证了该模型的有效性。对…进行纵向随访研究3)为了成功地开展以对话为中心的课程，教师必须设计课前计划，在此基础上反映儿童的观点，即与儿童合作构建课堂。在实践中，“最佳心理距离”(对表演的责任，不受教师自己的情感左右)被仔细考虑，并展示了在三个阶段(课前、课中和课后)的反思性思维的专长。4)无论支持对话的话语文化--所谓的创建基本规则--需要跨越其他学科，以产生扩大和深化创造性和批判性思维的对话，教师的促进作用使儿童能够在实际的课堂实践中认识和体验基本规则的重要性是不可或缺的。教师以对话为中心的课堂实践的提高与儿童创造性和批判性讨论技能的提高之间存在着互动关系，这是一个系统。较少

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