How Does an Expert Teacher Create Lessons So That Children Think Subjectively and Learn from Each Other?

• MATSUO GO

  GRADUATE SCHOOL OF HUMAN-ENVIRONMENT STUDIES, KYUSHU UNIVERSITY

• MARUNO SHUNICHI

  FACULTY OF HUMAN-ENVIRONMENT STUDIES, KYUSHU UNIVERSITY

Bibliographic Information

Other Title

• 子どもが主体的に考え, 学び合う授業を熟練教師はいかに実現しているか
• Students' Sharing of the Ground Rules for Classroom Discussion
• 話し合いを支えるグラウンド・ルールの共有過程の分析を通じて

Abstract

The present study examined the process whereby a skilled teacher helps children foster ground rules for classroom discussions. Sixth graders (18 boys, 21 girls) in a Japanese language arts class were observed, and their teacher (a male in his forties with more than 20 years' teaching experience) was interviewed. Quantitative analysis of the classroom discussions, utilizing 3 types of coding categories, succeeded in organizing the rules and identifying the discourse process by which the rules were given. Qualitative analysis further illustrated salient features of the discourse process. The results were as follows (1) Throughout the classroom discussions, the teacher acknowledged the students' perceptions of the discussion which thwarted their initiatives to learn from each other. Moreover, he generated unique rules that reframed the students' perceptions.(2) The teacher believed that since rules depend on context, a one-sided approach would not enable the students to understand the concrete meaning of the rules and share the importance of the rules. Based on this belief, he reformulated rules that emerged during the discussion. The refined rules were then presented clearly to the students.

Journal

• The Japanese Journal of Educational Psychology

  The Japanese Journal of Educational Psychology 55 (1), 93-105, 2007

  The Japanese Association of Educational Psychology

Keywords

• ground rules for classroom discussions
• practical knowledge
• impromptu thinking
• whole-class discussions
• expert teacher

Details

• CRID: 1390001205459569152
• NII Article ID: 130004698481
• DOI: 10.5926/jjep1953.55.1_93
• ISSN: 00215015
• Text Lang: ja
• Data Source:
  • JaLC
  • Crossref
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed