Experimental Research on Reconstruction of Utterance of Children in a Lesson and Clarification of Analysis and Interpretation Procedure

本研究的目的在于发展描述学校课堂过程现象的符号或范畴，并厘清分析与诠释课堂过程的程序。作为研究结果，我得到了以下四点结论。课堂记录的“假设形成”产生于课堂的观察过程中，与记录的“分析”和“观察”两个方面都有关系。幼儿话语重构（我们称之为中间因素）在由“课录建构”阶段过渡到“教学因素结构提取”阶段中占有重要地位。为了保持中间因素之间的调整，使新标志能够发展，我们将所有中间因素排列并分组如下：01)肯定、否定和疑问的符号，02)表示概念、活动和观念的符号，03)表示概念、活动和观念的相同、不同、包容和相似的符号，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、活动和观念的变化的符号，08)等等。我们在分组歌唱的基础上，在一个新的课堂场景中开发了新的标志。（《教育与人类发展研究生院学报（教育科学版）》，名古屋大学，第48卷，第2期（2001-2002），页141-170）课堂分析记录的表达方式与民族志写作有关。

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.