小学校体育授業における教師の言語的相互作用に関する研究 : 走り幅跳び授業における品詞分析の結果を手がかりとして

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Using long-jump exercise as a medium, we examined differences in teachers' verbal interaction by comparing classes with high scores (abbr. HSC group) with those showing low scores (abbr. LSC group). Using Kobayashi's Physical Education Inventory, teachers'attitudes were measured twice for fifth and sixth graders, constituting seven classes in various elementary shools, in September and November 1996. After the first measurement, all of the teachers'spoken words and actions were recorded by VTR in four lessons (2, 5, 8 and 11 sessions) as the core of the fourth teaching stage in each of the seven classes. The teaching plan in all the classes was the same. All elements of the teacher's speech and behavior were classified into parts of speech as minimum element sentences, and their frequencies were counted in each 45-minute session (abbr.Analyzed Parts Of Speech, AS). AS were organized by the following two methods. One used the frequencies of ordinary parts of speech in Japanese (for example, Meishi, Doshi, Keiyoshi, Fukushi, Zyoshi, Kandoshi, Keiyodoshi, etc.). Using results obtained by Takahashi et al.and Umeno et al., the other method employed the frequencies of typical parts of speech that were connected with the teacher's behavior used for learning development (attitude scores). Namely, the words of Meishi were classified into five types (spacing, timing and physical parts of words, technical terms related to long-jump and personal names). The words of Keiyoshi were divided into two types (positive-negative words and binominally oppositional words). The words of Fukushi were also divided into two types (interrogative words and spacing or timing words). The results obtained were as follows : 1) The frequencies of ordinary parts of speech in the HSC group had significantly higher values (P<5%) than those in the LSC group for eight parts of speech except Kandoshi and Keiyodoshi. The above differences were especially significant (P<1%) for Fukushi and Zyoshi words. 2) For the typical parts of speech, the frequencies of Meishi (technical terms and timing words) and Fukushi (interrogative words and spacing or timing words) in the HSC group had significantly higher values (P<1%) than those in the LSC group. The frequency of Keiyoshi (binominally oppositional words) also showed a similar tendency (P<5%). It was considered that these words had a corrective feedback function to confirm the technical aspects of long-jump.3) The HSC and LSC groups showed marked differences in the relationships between the frequencies of typical parts of speech and the contents of the fourth teaching stage. In addition, the characteristics of teaching in the HSC group stimulated various self-activities by the children and highlighted subjective relationships to the technical aspects of long-jump from examination of two items (self-knowledge about skill development and cognitive development) in questionnaires used as imagery tests. 4) The results obtained for the AS in the HSC group revealed two types of typical verbal interaction shown by the teachers. One was to promote children's understanding of problems in various situations, and the other was to help them master the necessary motor skills in these situations. It is considered that the former was related to "knowledge of pupils and their characteristics" and the latter to "pedagogical content knowledge". 5) Form these results it is concluded that the teacher shapes his / her verbal interaction to stimulate self-activity among children and to produce subjective reactions to the technical aspects of movement, and that this interaction facilitates development of a favorable attitude toward physical education.