| Project/Area Number |
16330151
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Nagoya University |
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Principal Investigator |
MATOBA Masami Nagoya University, GRADUATE SCHOOL OF EDUCATIONAND HUMANDEVELOPMENI, PROFESSOR (40142286)
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| Co-Investigator(Kenkyū-buntansha) |
SHIBATA Yoshiaki NAGOYA UNIVERSITY, GRADUATE SCHOOL OF EDUCATIONAND HUMAN DEVELOPMENT, ASSOCIATE PROFESSOR (70293272)
KONDO Takahiro NAGOYA UNIVERSITY, GRADUATE SCHOOL OFEDUCATIONAND HUMAN DEVELOPMENX, ASSOCIATE PROFESSOR (40242234)
MATUSHITA Haruhiko NAGOYA UNIVERSITY, GRADUATE SCHOOL OF EDUCATIONAND HUMAN DE VEIAPMENT, ASSOCIATE PROFESSOR (10199789)
SUGIMOTO Noriko IBARAGI UNIVERSITY, FACULTY OF EDUCATION, Lecturer (70344827)
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| Project Period (FY) |
2004 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥16,440,000 (Direct Cost: ¥15,300,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2007: ¥4,940,000 (Direct Cost: ¥3,800,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2006: ¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 2005: ¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 2004: ¥4,300,000 (Direct Cost: ¥4,300,000)
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| Keywords | LESSON STUDY / LESSON ANALYSIS / INTERMEDIATE FACTORS / RECONSTITUTION OF REMRKERS / HERMENEUTICS / PEDAGOGICAL FACTORS / ETHNOGRAPHY / DESCRIPTION OF PHENOMENON / 授業記録 / 現象の叙述形式 / 子どもの発言 / エスノグラフィ / 体験活動 |
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| Research Abstract |
A child intuition, sense of discovery, interest and self-confidence play an important role in solving the problems in classroom activates. These items are considered the pedagogical factors. It is difficult for us to extract pedagogical factors and identify the structure among them from the documents directly. In this study, we used a reconstruction method in which the remarks of children am used to illustrate to, pedagogical factors, reflecting the thinking processes of children. The aim of this study is to develop many signs to express relations of a ward and the general idea that remarks by utilizing the signs called intermediate factors, clarify the steps of interpretation of documents by converting documents into intermediate factors, and then find the tasks for lesson analysis
1) The forty signs have developed coder to switch the remarks to intermediate factors. These intermediate factors are tried to sort out and divide into some groups in order to develop new signs with keeping consistency in their definition. Forty sings are divided into eight groups from different perspectives.
2) In 2007 year a flowing new sign has developed to distinguish the differences of image concerning at certain concept among the children: 『A』/(W) 〔B〕 .Explanation A child(W)has image 〔B〕about (/) a certain concept 『A』.
3)A reversibility of intermediate factors has verified in experimental. In a case of simple sign, reversibility from intermediate factors to remarks is not show correspondence.
4)Examined methodological characteristics of using intermediate factors in comparison with other research methods, the method of this study is similar with category analysis in the use of signs when they describe the process of classroom activities. It shows the development of the description method in coding qualitative research.
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