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| 概要 |
The purposes of this study were as follows: (1) what kind of child' s questioning type are there in a class-room? (2) what interrogative feeling do children think is connected with a questioning? (3) ...what interrogative feeling do children have to the teacher? (4) is there a relation between interrogative feeling and the question generation and expression? 461 subjects (206 fourth graders and 255 sixth graders) in public elementary schools completed a questionnaire which measured their recognition of components of questioning process. For example, items mean recognition of interrogative feeling, question generation and expression. Main findings were as follows: (1) there are many children who do not generate a question and who do not ask a question. Its rates are 47.7%. But, rates of no-generated and no-expression type differ in a fourth grader and a sixth grader. That is, we have noticed the developmental differences. (2) the children think that various interrogative feeling are uniformly connected with a question. (3) it was shown that not the feeling based on the performance goal orientation but the feeling based on the knowledge elaborate goal orientation is more related to a question generation and expression.続きを見る
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問題と目的 方法 結果 分析1自己評定にもとづく質問行動タイプの分類 分析2 1．質問に結びつく「疑い知ろうとする気持ち」についての認識の特定 （1）「質問に結びつく気持ち」についての認識の主成分分析 （2）授業中，教師の話に対して拍く「疑い知ろうとする気持ち」の主成分分析 （3）一般的に「課題の消極的遂行への動機にもとづく気持ち」と「知識の精緻化への動機にもとづく気 持ち」のどちらがより質問に結びつくと考えているか 2．「疑い知ろうとする気持ち」と「質問生成・表出」との関連 （1）「疑い知ろうとする気持ち」と「質問生成」との関連 （2）「疑い知ろうとする気持ち」と「質問表出」との関連 考 察 1．小学生は「質問を思いついていないから，質問しない」のか？ 2．どのような気持ちのとき質問すると認識しているのか 3．どのような気持ちが質問に結びついているのか 4．まとめと今後の課題
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Mendeley出力
KJ00004255687