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

本研究旨在探讨小学学生对文化工具的习得和对课堂文化的适应情况。在一年级的教室里观察了一年的师生互动。本研究采用了社会文化分析方法(Wertsch，1991,1998)，并以“工具中介行为”为分析单位。学生对课堂情境的适应和教师帮助他们获得情境中的规则和具体行为模式的过程。研究结果表明，文化工具的习得是在社会交往中进行的。对工具的使用和认识随着任务的经验和习惯化而改变。在任务的引入过程中，“学习中的掌握”和“学习中的适当性”被视为对现有学习方式的冲突和抵制。掌握和恰当地学习似乎是重新思考学校教育和人的发展的理想线索。因此，课堂教学中的“精于学”需要转化为“巧合系统”，即“精于学”与“专于学”的结合。

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'.