方法知の活用を促す話し合い学習指導の開発 : 小学校4年生を対象とした授業の分析を通して

抄録

This study examined instructions regarding the discussion strategy to promote utilization of the strategy. The learning contents are linguistic strategies such as acceptance and summary. In this regard, such strategies comprise three elements: statement, function, and effectiveness. The instructional method is reflecting on problematic points of students' discussion by transcribing it. Students' cognitive processes from classroom discourse and descriptions by students were collected and analyzed. I clarified that students deeply understood the strategy's effectiveness by reflecting on problematic points. This instructional method was found to be effective in several ways: it specifies the problematic points by transcribing the discussion; utilizes the available strategies to rectify problematic points and confidence of the strategy's usage example; and clarifies the goals of the discussion.