小学生の話し合う力をどう見取るか:発達研究に依拠した実態調査を手がかりに  [in Japanese] A Proposal of a Framework for Assessing Elementary Student's Conversations with Consideration of Data from a Research-based Questionnaire Investigation  [in Japanese]

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Abstract

本論稿の目的は,小学生の話し合う力を捉える枠組みを,仮説モデルを元にしたアンケート調査によって得ることにある。ここで扱う話し合いとは,4,5人程度の小集団による,教師の介在しない児童生徒の話し合いを指す。この目的を達成するために,小学校教師(回答数282)を対象に,15項目にわたって担当教室の児童の到達状況を尋ねるアンケートを行った。その結果,話し合う力を見取る因子として「自己表出」「他者理解」「メタ認知」の3つを導出した。 三因子間の関連については,小学校低学年と高学年において「メタ認知」が高いほど「自己表出」「他者理解」も高くなることが明らかになった。自由記述からは,調査項目が児童の話し合う力を見取る指標として役立つ(65.3%),思わない(4%),どちらともいえない(26.7%)という回答を得た。

The purpose of this paper is to propose a framework for assessing conversational abilities in a small group discussion using a questionnaire survey based on a hypothesized model. To achieve this purpose, I conducted a survey with teachers at 20 elementary schools, asking about their students' communicative abilities. As a result of the investigation, three factors for assessing students' conversational abilities emerged: self-expression, understanding others, and meta-cognition. The importance of the meta-cognition factor for conversational abilities was discovered with pupils with higher meta-cognition showing higher levels of self-expression and understanding others. This tendency emerged in both students in lower and upper grades. Answers to the open-ended question indicated that 65.3 percent of teachers surveyed think items in the questionnaire would be useful to assess how each student develops conversational abilities.

Journal

  • The Bulletin of Japanese Curriculum Research and Development

    The Bulletin of Japanese Curriculum Research and Development 37(1), 53-62, 2014

    Japan Curriculum Research and Development Association

Codes

  • NII Article ID (NAID)
    130007790681
  • NII NACSIS-CAT ID (NCID)
    AN00247430
  • Text Lang
    JPN
  • ISSN
    0288-0334
  • NDL Article ID
    025638809
  • NDL Call No.
    Z7-1475
  • Data Source
    NDL  J-STAGE 
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