Abstract
The study focuses on teaching and learning activities that differ from the intended curriculum. Psychological interactions behind verbal and behavioral interactions during classroom communications between teacher and students were investigated. The research was conducted during a Japanese language class in fourth grade at an elementary school. Based on the introspection reports of the teacher, the content of internal utterances by the teacher and by the students were reproduced using category analysis and case analysis based on the "Dual Structure of Open-Mindedness." The result indicated the following: (1) During the unintended curriculum study, discrepancies in the subjective, "cognition level" (surface, logic, sensibility level) of the teacher and that of the students changed according to the role of the teacher. (2) During unintended curriculum study, when interrelated "teacher-children-curriculum" relations change dynamically, complementally and simultaneously, it may be possible to convert from "interaction" to "transaction."
