Study of the teacher\u27s approach of speaking in a-first-grade and a-second-grade "Seikatsuka" class in aprimary school : Learning Transition from early to middle childhood
本研究では,小学校1,2年の生活科の授業における児童の学びの移行過程を,教師の言語的働きかけの違いから検討した.その結果,小学校1年担任教師(以下,A教師とする)は,授業内容に関する発問が有意に多かった.また,A教師は授業中,児童に自由に発言する機会を与えており,児童に対する注意も間接的であった。一方,小学校2年担任教師(以下,B教師とする)は,児童の授業内容の発言に対する応答が有意に多かった.また,B教師は,教室における発話パターンに従って授業を展開しており,児童に対する注意も直接的であった.幼稚園・保育所から小学校1年への学びの移行段階では,教師は発問によって,個々の学びをクラス全体に広げていた一方,小学校2学年から小学校3年以降への学びの移行段階では,教師は児童の発言を繰り返すことで,児童の理解を整理し発展させていた.そして,児童は次第に協同の学びに移行していた。This study examines how a-first-grade and a-second-grade teacher interact with students in “Seikatsuka” class in a primary school. The results indicate a significant difference between the-first and the-second-grade teachers. The-first-grade teacher asked more questions about lessons and permitted students unrestricted speech. In addition, the teacher offered indirect instructions to the students. In contrast, the-second-grade teacher provide more responses to the students, utterances and established as well as enforced communication rules. Furthermore, the teacher offered direct instructions to the students. In the learning transition from kindergarten and nursery to primary school, the first-grade teacher facilitated the learning of each student and then extended these lessons to the entire class. However, in the learning transition from the second to the third grade in primary school, the teacher repeated students\u27 utterances and organized students’ ideas into a theme