The process of adapting to the classroom as a socio-cognitive ecological situation
| Project/Area Number |
21730511
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational psychology
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| Research Institution | Hokkaido University |
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Principal Investigator |
ITO Takashi 北海道大学, 大学院・教育学研究院, 助教 (20360878)
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| Project Period (FY) |
2009 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
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| Budget Amount *help |
¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2011: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2010: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2009: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | 一斉授業 / 参加構造 / 小学校 / 聞くこと / 視線 / 相互行為分析 / 聞き方 / 教室談話 / 参加役割 / コミュニケーション能力 |
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| Research Abstract |
The objective of this study was to shed light on the processes by which elementary school pupils adapt themselves to classroom discourse and how they listen to others from the perspective of developmental change. Japanese language lessons conducted in the first, third, and fifth grades of a consenting school were recorded by video, and then a microanalysis of gaze directions of teachers and students was conducted. The results revealed the existence of developmental differences between students in different grades. Whereas pupils in the first grade simply followed the teacher's gaze direction, from the third grade and onwards, pupils listened to others while also focusing their attention on items such as textbooks.
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Report
(4 results)
Research Products
(10 results)
