| Project/Area Number |
18K02358
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09010:Education-related
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
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| Project Period (FY) |
2018-04-01 – 2022-03-31
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| Project Status |
Completed (Fiscal Year 2021)
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| Budget Amount *help |
¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2020: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2019: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2018: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
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| Keywords | ユニゾン / マルチモーダル分析 / アルフレッド・シュッツ / 模擬授業 / 学習規律 / 授業型コミュニケーション / 同期 / 引き込み / 授業研究 / 声をそろえる / A.シュッツ / 授業分析 / マルチモーダル |
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| Outline of Final Research Achievements |
I examined the characteristics of unison by students, such as greetings and reading aloud of the main question, were discussed with reference to Alfred Schutz's theory. It was shown that unison is not only a learning discipline but also something achieved through semi-intentional coordination.
In parallel, I analyzed micro teachings by university students and pointed out the strategies employed in unison as follows; (1) Unison participants adopt multiple strategies. (2) Some of the strategies are irreconcilable, but the decision on which strategy to adopt is made instantaneously. (3) Teachers' instructions are sometimes used as clues to achieve unison, and sometimes ignored when they may hinder the achievement of unison.
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| Academic Significance and Societal Importance of the Research Achievements |
慣習として学校に定着している一方忌避する教師も多いユニゾンについて、積極的な教育効果の存在を明らかにし、教師の指示のあり方によってその効果が影響されることを指摘した。これにより、児童・生徒相互間の人間関係の調整を可能にするユニゾンと、観客（来賓）に誇示するためのユニゾンを区別して前者を残す可能性が高まった。
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