方法知の有効性の自覚化を促す話し合い学習指導の研究 : 小学校4年生を対象とした実験授業の分析を中心に

抄録

This study examined instructions regarding the discussion strategy to promote awareness on effectiveness of the strategy. The learning contents are linguistic strategies such as question and suggestion. In this regard, such strategies comprise three elements : statement, function, and effectiveness. The instructional method is to objectify erived children's cognitive processes from classroom discourse when they were learning "to get back" and "to ask." I clarified that children became aware of the strategy's effectiveness during the process of analyzing causes for successes or failures in the their discussion. It is important that students are confident of the strategy's function and that they utilize available strategies to rectify problematic points.