| Budget Amount *help |
¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 2000: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1999: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1998: ¥1,800,000 (Direct Cost: ¥1,800,000)
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| Research Abstract |
In this study, I advanced a study about administration of the class that wasn't reclaimed as a purpose by teacher education study as before fully. I squeezed a mark in <practical knowledge> of a teacher in Japanese Language Education of an elementary school/a junior high school/a high school, and it did what I studied with a purpose, too.
First year in 1998, I tried to grasp for arrival point and a subject left unfinished of class study and teacher education study by literature study.
I continued to observe Japanese Language Education of an elementary school, and analyzed it from the viewpoint of classroom chat (discourse), and interviewed a teacher in charge of the class furthermore.
Second year in 1999, I continued to observe Japanese Language Education class of an elementary school/a high school, and I did case study of <practical knowledge> of a teacher in a class. And I interviewed teacher and extraction child on the class. I described the result in narrative and got over.
Third year
… More
in 2000, I continued to observe Japanese Language Education of a junior high school/a high school.
I analyzed about a teacher using many kinds of analogy in explanation of a class as <practical knowledge>.
As a result of study for 3 years, I made clear that teacher used the following practical knowledge by Japanese class.
(1) Teacher makes much of an opinion of a child speaking it from a point of view that other child doesn't seem to have, and associating it with an opinion of other child. (Relevance)
(2) Teacher pushes off meaning according to context of a class in language communication, and widens of meaning, and repeats meaning, and deepens understanding of education contents. (Multivoicedness)
(3) Teacher uses analogy and explains it, and deepens metaphorical understanding of a students. (Analogy)
(4) I seem to conform to context in an event of a class happening here now and transform various theorogical knowledge about Japanese Language class. (Conformity to context)
(5) In the class, students and teacher form several identity. (Identity) Less
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